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The purpose of the study was to compare native English-speaking teachers (NESTs) with local teachers in Korean public schools on a variety of occupational psychology measures. The NEST group consisted of 127 respondents (81 female, 42 male, 4 non-binary/not stated), while the Korean teacher group had 86 respondents (58 female, 28 male). The results indicated that, as hypothesized, the NEST group was lower than the Korean group in occupational well-being, self-efficacy in teaching, continuance commitment to the profession, normative commitment to the profession and workplace, and affective commitment to the workplace, but was higher on turnover intentions to the profession and turnover intentions to the workplace. The study also confirmed a well-being gap between female and male NESTs, whereas no such gap was found with the Korean teacher group. The implications for the study indicate the need to understand and address the well-being gap between female and male NESTs. Also, in order to lessen the gap between NESTs and Korean teachers in well-being, self-efficacy, commitment, and turnover intentions, policy makers could consider recruiting and incentivizing more professionally minded NESTs with relevant qualifications for longer-term positions in Korean public schools in order to meet the aims of co-teaching programs for improving the quality and methods of public English education. [ABSTRACT FROM AUTHOR]

Copyright of English Teaching & Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study explored the technology integration attitudes and perspectives of special education co-teachers within the United States. The sample consisted of 300 special education co-teachers working in the inclusion classroom in grades pre-kindergarten through 12th grade throughout the country. In the quantitative phase, participants completed a three-part survey about their technology integration attitudes within their co-taught classroom, as well as their practices in integrating specific technology tools. For the qualitative phase, semi-structured interviews were conducted with eight of the outlier co-teachers about their lived experiences with technology as a co-teacher. The pairing of the quantitative and qualitative data collected led to three conclusions about special education co-teachers, including that they (a) are seeking additional learning opportunities about technology, (b) plan asynchronously using collaborative technology tools with their partners, and (c) tend to focus on pedagogy within technology integration. [ABSTRACT FROM AUTHOR]

Introduction: This study examined the impact of co-teaching on students and lecturers, assessing its benefits and drawbacks, and suggesting ways to enhance collaborative learning. Methods: Fifty undergraduate student teachers participated in two sports sciences seminar courses jointly taught by two lecturers. Data was collected via student reflections; course evaluation feedback; word clouds; and teacher reflections. Thematic analysis was used for qualitative data. Results: The findings indicate that the short intensive seminar course resulted in three parallel processes: emotional, students transitioning from negative feelings of chaos, frustration, and a sense of incompetence to positive feelings of satisfaction and sense of accomplishment; social, students learning to listen, request assistance, support, encourage, and collaborate; and cognitive, students learning to ask fruitful questions, plan experiments, summarize, and present. Nevertheless, the time and effort demands involved in the planning and management of such courses may constitute a significant barrier to the future implementation of this teaching method. In terms of course outcomes, no indications of higher quality were seen compared to traditional instruction. Discussion: Drawing on the symbolic interactionism theory, the study advocates for preparing students for inclusive and collaborative learning environments to improve academic engagement and success. [ABSTRACT FROM AUTHOR]

We reconceptualize co-teaching in higher education to be more than a method for professional development or adapting to student preferences. Instead, co-teaching offers community and collaboration that can sustain the holistic well-being of professors, especially marginalized faculty who navigate high service loads and extra scrutiny from students. Drawing upon our Chicana/Latina feminist onto-epistemologies, we leveraged embodied pedagogies of care and plática to self reflect and critically analyze our particular approach to co-teaching–what we term 'comadre co-teaching.' This paper demonstrates how co-teaching meets institutionalized expectations for teaching excellence, but most importantly, serves to sustain us as faculty of color and mothers. We present brief narratives of our co-teaching experiences as examples of what it looks and feels like to have support in navigating the chaos of teaching during a pandemic. We also offer lessons learned of what it takes to create and sustain a support network among historically marginalized faculty. [ABSTRACT FROM AUTHOR]

Abstract Introduction Achieving integration in medical curricula without redundancy in basic medical sciences disciplines is a substantial challenge. Introducing co-teaching in such curricula with active inter-disciplinary participation is believed to best utilize the teaching and learning time for instructors and students, to motivate the students, and to provide a more robust base for bridging the gap between basic and clinical medical sciences in medical schools. Additionally, including more than one student-centered activity in one session is expected to increase the students’ involvement and improve the retention of knowledge. Our study aims at minimizing redundancy and improving the students’ motivation in learning the topic “insulin-glucose regulation” during the Endocrine and Metabolism module taught to year three students at Galala University, Faculty of Medicine in Egypt. Methods The authors designed a 3-hr co-teaching integrated session with 3 basic medical sciences aimed to explain the clinical terms including online accessed pre/post-tests, small student groups-created pre/post-session MCQ, with co-sharing of students in the introduction of scientific materials. Results The students’ scores in the post-test showed that they gained more knowledge compared to before. Interestingly, there was only an improvement in the students’ performance in generating questions before and after the session, as well as in the integrated question in the end-of-semester exam, we suggest implementing this approach in other topics and modules in medical schools. It would also be favorable to follow up with the students taught using this approach and those taught differently to assess the effectiveness of this approach in a controlled manner. Conclusion Integrated sessions effectively increase student awareness of medical concepts and reduce redundancy in basic medical sciences. This approach exposes students to a more comprehensive understanding of the subject matter, improving their comprehension and retention. It is a valuable method for educators and instructors seeking to enhance their students’ learning experience in the field of medical sciences.

Introduction: Achieving integration in medical curricula without redundancy in basic medical sciences disciplines is a substantial challenge. Introducing co-teaching in such curricula with active inter-disciplinary participation is believed to best utilize the teaching and learning time for instructors and students, to motivate the students, and to provide a more robust base for bridging the gap between basic and clinical medical sciences in medical schools. Additionally, including more than one student-centered activity in one session is expected to increase the students' involvement and improve the retention of knowledge. Our study aims at minimizing redundancy and improving the students' motivation in learning the topic "insulin-glucose regulation" during the Endocrine and Metabolism module taught to year three students at Galala University, Faculty of Medicine in Egypt. Methods: The authors designed a 3-hr co-teaching integrated session with 3 basic medical sciences aimed to explain the clinical terms including online accessed pre/post-tests, small student groups-created pre/post-session MCQ, with co-sharing of students in the introduction of scientific materials. Results: The students' scores in the post-test showed that they gained more knowledge compared to before. Interestingly, there was only an improvement in the students' performance in generating questions before and after the session, as well as in the integrated question in the end-of-semester exam, we suggest implementing this approach in other topics and modules in medical schools. It would also be favorable to follow up with the students taught using this approach and those taught differently to assess the effectiveness of this approach in a controlled manner. Conclusion: Integrated sessions effectively increase student awareness of medical concepts and reduce redundancy in basic medical sciences. This approach exposes students to a more comprehensive understanding of the subject matter, improving their comprehension and retention. It is a valuable method for educators and instructors seeking to enhance their students' learning experience in the field of medical sciences. [ABSTRACT FROM AUTHOR]

A fluid mechanics course in process engineering designed according to the students’ wishes mixes lecture and exercise in co‐teaching and flipped‐classroom elements with gamification. The effectiveness increases as the number of points achieved in the exam increases by 31.9 % compared to the average of the four previous years. The withdrawal rate drops from 54.8 % to 17.4 % and the failure rate from 38.7 % to 23.7 %, which enhances efficiency. The students’ self‐report shows a better preparation to the course sessions, but they do not feel stressed much additionally. About 80 % of the initially attending students participate at the end of the course. [ABSTRACT FROM AUTHOR]

This paper presents important findings that were observed as interconnected key elements of high-quality co-teaching of a physics course for pre-service science teachers while the collaborating faculty experienced a pedagogical convergence. This pedagogical convergence is akin to the conceptual convergence that Roschelle (1992) has described as being a central mechanism in conceptual change learning. Four elements of that pedagogical convergence are identified and discussed: two found within Roschelle's framework and two recognized by the faculty members through their reflection on the course. This pedagogical convergence had a significant positive influence on the design and, more importantly, the implementation of the co-taught physics course, resulting in a productive and impactful collaboration between the two faculty members. The paper includes perspectives from both faculty members on each element of the pedagogical convergence and students as well as on the teaching context and critical aspects of practice. The ideas in the paper should provide college faculty members meaningful directions as to how co-teaching could be implemented across a range of science disciplines and the framework can serve as a foundation for creating a co-taught college science course. [ABSTRACT FROM AUTHOR]

In this instrumental-comparative case study, we analysed how seven US teachers reported co-teaching experiences during the COVID-19 pandemic and resulting remote instruction. We sought to understand how co-teaching during the pandemic affected teachers' psychological needs of competence, autonomy, and relatedness. Data collection included: an initial questionnaire, weekly reflections, and semi-structured interviews. We found that special education co-teachers (SE-CTs) reported diminished feelings of competence and autonomy due to scheduling complications and demands associated with meeting the needs of students with disabilities. General education co-teachers (GE-CTs) experienced similar challenges, yet reported experiences of competence and autonomy associated with increased flexibility. SE-CTs with longstanding, trusting relationships with GE-CTs reported feelings of relatedness, which seemed to mitigate some of the threats to competence that we saw otherwise. Although our findings come from a time of crisis across the world, by providing a unique perspective on co-teaching experiences these findings may inform future education research, theory, and practice in K-12 settings considering remote instruction. [ABSTRACT FROM AUTHOR]

Research has demonstrated the important role of co-teacher communication and planning, but relatively little is understood about co-teacher interactions during the act of teaching itself and how these interactions relate to educators' positionings and ongoing identity development. This paper presents a case study of interaction between two co-facilitators of a team of Japanese youth during a week-long, synchronous, online workshop on human-centred design. One co-facilitator had several years of experience, and the other was a first-timer. Using positioning theory and discourse analysis, we show that the co-facilitators developed a relatively stable pattern of instructional authority delegation, or the social order that guides who has rights and responsibilities over which forms of instructional decision-making. We describe the delegation between the co-teachers in this study as involving 'instructional content authority' and 'instructional language authority', established through interactions of positioning early in the workshop. Then, we examine an interview activity later in the workshop that seemed to disrupt the established pattern. This work extends research on co-teacher communication and teacher learning to understand co-teacher interactions during live teaching, with potential implications for co-teacher preparation and the learning of less experienced co-teachers. [ABSTRACT FROM AUTHOR]

Copyright of Revista Praxis & Saber is the property of Universidad Pedagogica y Tecnologica de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Co-teaching and related collaborative models of instruction are widely used in primary and secondary schools in many school systems. This systematic review and meta-analysis investigated the effects of such models on students' academic achievement and how these effects are moderated by factors of theoretical and practical relevance. Although previous research and reviews have asserted that the evidence base is scarce, we found 128 treatment and control group studies from 1984 to 2020. We excluded 52 studies due to critical risk of bias via Cochrane's risk of bias assessment tools and conducted a meta-analysis of 76 studies. This yielded 280 short-term effect sizes, of which 82% were pretest-adjusted. We found a moderate, positive, and statistically significant mean effect of g ¯ =.11, 95% confidence interval [.035,.184] of collaborative instruction compared to single-taught controls, using the correlated-hierarchical effects (CHE-RVE) model. From moderator analyses, we found that collaborative instruction yields effects of mostly the same size, whether the interventions involved trained teachers or assistants with no teaching qualifications. This implies a potential for the expansion of such interventions at lower costs than otherwise expected. Moreover, factors that are highlighted in the co-teaching literature as preconditions for the effectiveness of collaborative instruction did not explain variations in effect sizes. Finally, we found no clear evidence for publication bias or small study effects. Notably, a large number of the studies that we drew upon were nonrandomized studies; and therefore, more rigorous experimental research is needed, especially on relevant co-teaching interventions. [ABSTRACT FROM AUTHOR]

Drawing on eight waves of the Schools and Staffing Survey and the National Teacher and Principal Survey, we used a difference-in-differences research design to examine special education teachers' (SETs) responses to No Child Left Behind (NCLB) and the subsequent reauthorization of the Individuals with Disabilities Education Act (IDEA). IDEA was associated with decreases in the proportion of SETs with special education as a field of study and graduate degrees, an increase in co-teaching, and a decrease in the proportion of SETs working in a resource delivery model, with no evidence that NCLB influenced these outcomes. Little consistent evidence was found to indicate these federal policies influenced SETs' job attitudes (e.g., job satisfaction). We identified differences in these associations based on school poverty status and grade level. These findings help to better understand the status and challenges of the current SET workforce and the unintended consequences of federal reform policies. [ABSTRACT FROM AUTHOR]

There has been a major international focus on the education and care of toddlers. To date, empirical studies on adults' interactions in play with toddlers have focussed on the proximity of teachers, teachers' affective responses, and joint attention between adults and children in play. However, less attention has been given to the role of two teachers working together in supporting children's exploration of concepts in joint play. This paper takes a cultural-historical perspective and draws upon the concepts of play and subjective positioning to investigate how co-teaching promotes toddlers' joint play and exploration of mathematical concepts. Visual data of a group of toddlers playing with two teachers is analysed to explore how the teachers applied co-teaching pedagogy to support children's exploration of mathematical concept. The study argues that co-teaching provides potential to support collective play as two teachers can work collaboratively to address the toddlers' challenges and needs and support their exploration of the rules and mathematical concepts in play. Co-teaching by paired teachers enables toddlers' joint play to become more complex, helping the children to explore mathematical concepts and, in turn, further enhancing their play. [ABSTRACT FROM AUTHOR]

Co-teaching has been brought forth as an inclusive teaching approach in research and in the Finnish core curriculum. The realisation of co-teaching at the school level puts great demands on teachers, but also on school leaders (SLs) who are expected to lead educational change. The aim of the study was to examine how SLs in Finnish schools were co-teaching has been realised experience their own and co-teachers' roles in leading the realisation of co-teaching as an inclusive approach. Data were collected through semi-structured interviews with nine SLs in Finland. Inductive thematic analysis was used and revealed two overarching themes: SLs as facilitators of co-teaching and teachers as driving forces of co-teaching. The need for a more active and goal-oriented SL role focused on involving the whole school community in developing co-teaching rather than delegating the responsibility to single teachers is discussed through the lens of distributed leadership and earlier research. [ABSTRACT FROM AUTHOR]

The performance of a machine-learning model is influenced by two main factors: the structure of the model, and the quality of the dataset it processes. As high-quality labeled data in substantial size is often difficult to obtain, there are ongoing efforts to develop machine learning algorithms that are robust with noisy datasets. Among these algorithms, multi-network learning utilizes learning from a noisy dataset by the selection and filtering of samples through multiple learning networks. We propose an improved co-teaching algorithm termed Co-TES that leverages different models with various architectures. Co-TES extracts different features from each iteration of data selection and makes the model more robust with the same quality dataset. Numerical results show that the proposed method can lead to faster performance gains in the early to mid-range. • We proposed a method termed Co-TES that uses different architectures. • The Co-TES algorithm co-teaches different features, and is robust against noisy samples. • The Co-TES algorithm shows fast performance improvement in the early to mid-term. • The training becomes more stable than the traditional algorithm, based on the loss value. [ABSTRACT FROM AUTHOR]

The purpose of this descriptive phenomenological study was to examine the co-teaching experiences of secondary choir teachers in associate director positions in the state of Texas. We interviewed 12 participants, who had held an associate director position for at least 3 years, two times across a 4-month period. Three themes emerged from the data: personal compatibility with head director, context for mentoring and learning, and hierarchical structures. The most satisfied associate directors had a positive relationship with their head director colleague, felt that their input was valued, and collaborated as part of a team. They desired to learn and receive mentorship from their colleague, though that mentorship was facilitated or impeded by context. Hierarchical structures were pervasive and affected job roles, associate directors' sense of agency, and the choirs they taught. [ABSTRACT FROM AUTHOR]

Co-teaching allows educators to take on specific roles and responsibilities in the classroom leading to more effective instruction. With increased expectations to embrace technologies provided during virtual and hybrid instruction, co-teachers are taking on more technology-based responsibilities in face-to-face instruction. In this article, the authors pose a new co-teaching strategy, "One Teach-One Tech," which intentionally delegates technology tasks during co-planning, instruction, and assessment. This strategy can be used with existing co-teaching models to support the effective implementation and innovative use of technology to support students in inclusive, co-taught classrooms. After defining this proposed strategy, the authors present and explore strategies for implementation, benefits, and challenges of this co-teaching strategy. [ABSTRACT FROM AUTHOR]

Post-colonial Hong Kong is an officially trilingual city with significant numbers of residents speaking English, Cantonese, Mandarin, or some combination of all three. Competency in these languages is promoted through educational policies and practices at all levels of schooling. Using concepts from the Deweyan framework of democracy and education, this article explores relational practices among bilingual co-teachers at a private, international early years programme in Hong Kong that emphasizes democratic philosophies of learning in their efforts to promote trilingualism. Findings point to co-teachers' interest in developing collaborative relationships, and prompting interest in additional language use through promotion of children's interests, along with tensions they experience as they grapple with instruction in multiple languages. Findings point to a need for more nuanced understandings of co-teaching dynamics in post-colonial multilingual learning contexts. [ABSTRACT FROM AUTHOR]

This qualitative phenomenological inquiry aimed to explore the intricacies of conflict within the educational landscape, specifically focusing on its manifestation within the realm of private schools. The resultant dataset covered the perspectives of 37 teachers and four administrators through semi-structured interviews. This investigation leveraged the transformative power of in-depth interviews, engaging both co-teachers and school administrators, to unveil the layers of complexity hidden beneath the surface. The data analysis followed a series of thematic coding stages. The multifaceted findings uncovered a paradoxical landscape within the practice of co-teaching. While the practice itself was recognized as invaluable, a tapestry of conflicting issues emerged that warrant careful consideration. The salient points of discord that surfaced encompassed themes such avoidance of responsibility, inability to adapt to practice, not knowing the system, the partners paying more attention to their branch, intense program, lack of communication and different educational philosophies. Finally, a notable difference in perception arose: teachers often credited conflict resolution to the effectiveness of their administrators, whereas administrators leaned towards the idea that it depended on the competence of their fellow teachers. While teachers pushed for more in-service training and workshops, administrators argued that they already offer sufficient training opportunities. These results underscore the intricate dynamics within the education system. To facilitate successful co-teaching, both teachers and administrators must grasp this approach thoroughly. [ABSTRACT FROM AUTHOR]

This study aimed at identifying the attitudes of female teachers towards the use of a co-teaching strategy with female students with intellectual disabilities in the Al-Jouf Region of Kingdom of Saudi Arabia, and the variations in their attitudes in accordance to work, grade level, and training courses variables. The study utilized the descriptive survey method. The sample consisted of (163) female teachers, including (118) general education female teachers, and (45) intellectual education female teachers in the integration schools. For this purpose, the researcher prepared an attitude detection scale and distributed the scale electronically to the Sample of the study in a random manner. The results of the study reached that general education and intellectual education female teachers had positive attitudes towards the use of the co-teaching strategy with female students with intellectual disabilities. There were no statistically significant variations attributable to work and grade level variables, however, there were statistically significant variations in the attitudes of integration school female teachers according to the training courses variant, in favor of attending training courses on the co-teaching strategy. The study recommended that efforts should be to strengthen the capacity of female teachers in integration schools to implement the co-teaching strategy with female students with intellectual disabilities and female students of general education within the regular classes, and to provide adequate information about the co-teaching strategy for female teachers in integration schools. [ABSTRACT FROM AUTHOR]

In many parts of the world, co-teaching has been used as an alternative to lone-teaching approaches. Co-teaching entails the collaboration of two or more teachers in the planning, delivery, and evaluation of instruction. Given its flexible nature, co-teaching has been widely used in a variety of educational contexts. While research has extensively dealt with co-teaching in many contexts little is known about co-teaching that brings together expatriate teachers and local ones in settings where both collaborate to enhance the implementation of competence-based curriculum (CBC) goals. This study explored how co-teaching can be used as a tool to facilitate the cooperation of expatriate tutors and their local counterparts in the implementation of teacher training colleges (TTCs) Competency Curriculum. The study employed the qualitative research approach in which tutors from both Rwanda and Zimbabwe co-teaching in TTCs formed the purposive sample. This study employed the multiple case study design using two TTCs. Data was collected using in-depth interviews and observations. Findings from the study showed that despite somewhat positive indicators of mutual collaboration, tutors’ practices lacked a deep understanding of co-teaching and how it could be used to steer a movement from a knowledge-based curriculum to a competency-based one. Other findings showed that concurrent with workshops used to introduce the concept more robust written policies were needed to effectively guide teacher development and implementation of the CBC in TTCs. The study recommends continuous professional development for both the expatriate tutors and the locals to create a common and shared understanding of co-teaching and effective implementation of the CBC in TTCs.

Resumé Studiet undersøger oplevelsen af overgangen mellem uddannelse og praksis i lærerprofessionen. Gennem otte semistrukturerede interviews med nyuddannede lærere og 4. års lærerstuderende afdækkes centrale temaer i overgangen. Deltagerne giver udtryk for, at uddannelse fungerer som en teoretisk værktøjskasse, men at overførslen af teori til praksis er udfordrende. Især klasserumsledelse opleves som svært at applicere på baggrund af den store grad af situeret viden i klasserummet. Centrale fund peger på, at fælles refleksion og erfaringsudveksling med fagfæller skaber relevant kompetenceudvikling, som kan støtte overgangen. Skolerne lægger hertil vægt på co-teaching, men den anvendes i praksis uden tilstrækkeligt refleksivt udbytte. Der opfordres til en stærkere integration af nye perspektiver i overgangen for at facilitere en bedre start ind i professionen. Denne integration kræver, at praktiklærere og kollegaer i praksis er i stand til at facilitere en fælles refleksiv praksis, hvor forståelser og handling kvalificeres med afsæt i teori og praksis. Abstract The study examines the experience of transitioning between education and practice within the teaching profession. Through eight semi-structured interviews with newly graduated teachers and fourth year teacher, central themes of the transition are uncovered. The analysis indicates that teacher education serves as a theoretical toolbox, but the transfer of theory into practice proves to be challenging. Particularly classroom management is perceived as difficult to implement due to the situated nature of classroom practices. Key findings suggest that joint reflection and exchanging experiences with peers foster professional development. Schools emphasize co-teaching; however, in practice, it is often utilized without reflective outcomes. A stronger integration of new perspectives during the transition is encouraged to facilitate a smoother entry into the profession. This integration requires that mentor teachers and colleagues in practice can facilitate a shared reflective practice, where conceptualisations and actions are qualified based on both theory and practice.

AbstractThis narrative study, set in lower-secondary school (grades 7–9) in Finland, explores a co-teaching initiative aimed at developing inclusive education for second-language students by integrating literacy strategies in content-area teaching. The co-teaching was realized by three experienced content-area teachers working in dyads with a resource teacher with competence in literacy strategies. Co-teaching among experienced teachers at higher grade-levels and with the purpose of including second-language students is a relatively under-researched field. Data was collected through seven teacher–researcher conversations over two school-years. Word images were constructed from the field texts to represent four narrative themes, depicting the teachers’ narration of their knowledge construction and role formation: daring to share, extended expertise, fine-tuning roles and increased well-being. Results suggest benefits such as well-being through shared responsibilities along with increased expertise to support all students’ learning of both language and content in the co-taught classroom and beyond. Trust, being open to change and daring to share one’s knowledge landscapes and classroom space were seen as crucial in the negotiation of educational priorities and teacher roles. Co-teaching is suggested to be a viable option for the professional development of inclusive practices in the form of integration of literacy strategies across the curriculum. [ABSTRACT FROM AUTHOR]

The teaching method of virtual co-teaching helps the mutual sharing of new experiences and methods of pedagogues in teaching in formal education, through digital technologies. It also facilitates the involvement of practitioners in teaching, which can be a key mechanism for ensuring quality education. This article focused on comparing the effectiveness of co-teaching in two environments, face-to-face and virtual. In terms of methodology, an experiment was used, which was implemented in three independently selected schools, from which eight groups of thirty students were formed. The phenomenon measured was the level of understanding of the material taught during these lessons of history, mathematics and a foreign language. The test results of the individual groups were subsequently analyzed. From the results, we can confirm the null hypothesis based on the independent samples t-test and the Mann-Whitney U test, which indicates that there is no statistically significant difference between the test results of the two groups. However, it is essential to emphasize the added value in virtual co-teaching, which is primarily in the economic aspect and flexibility. Specifically, it is a reduction in the cost of commuting, reduced time and easy availability of experts. These results form the basis for follow-up research that can focus on improving the quality of teaching using this method. [ABSTRACT FROM AUTHOR]

As more schools adopt inclusive practices, the need for schools to understand how students perceive these practices grows. The current study explores K–12 students' perceptions of co-teaching through a systematic review and thematic analysis of the literature. Through an analysis of quantitative, qualitative, and mixed-methods research from journals and dissertations, this review shows the importance of attending to contextual variables surrounding co-teaching and how these may serve as mediating factors for students' perceptions. Using an open-ended date range for studies and including gray literature allowed for robust findings that synthesize comprehensively how students view co-teaching. Key findings include students' perceived success academically and preference for co-teaching. Additionally, results indicated a pattern of students' negative perceptions of co-teaching when teachers experienced many professional demands. However, the lack of reported socially constructed contextual variables, such as race and gender, limited insights into how students make meaning of co-teaching. On the basis of these findings, we discuss implications for research, policy, and practice. [ABSTRACT FROM AUTHOR]

Given the writing struggles of students with and at risk for emotional and behavioral disorders (EBD) served in general and special education classrooms, it is imperative that teachers provide effective writing instruction. One way to learn effective writing skills is through writing instruction through practice-based professional development that scaffolds instructional methods to teach evidence-based writing strategies. Within this article, a framework is described to develop an effective professional development for general and special education teachers who work with struggling writers with and at risk for EBD. [ABSTRACT FROM AUTHOR]

This study examined how Finnish primary school students perceive teachers' roles and responsibilities, their own learning and participation, and the social climate during co-taught lessons. Data were collected through a web-based questionnaire among primary school students (N = 242) from grades four to six from Finnish schools where Swedish is the medium of instruction and co-teaching has been initiated. Students with and without special educational needs participated in the study. Students without special educational needs were more positive to co-teaching the more co-taught lessons they received per week, while students with special educational needs were most positive when they received four to five lessons weekly. Students also perceived that mostly the general education teacher is responsible for lesson planning and instruction but that both teachers contribute to the students' learning. In earlier research, the students' perceptions have seldom been in focus and there is an obvious need for more research on students' perspectives to develop and realise co-teaching as a teaching approach that promotes learning and participation for all students in a general classroom. [ABSTRACT FROM AUTHOR]

Copyright of Meta: Avaliação is the property of Revista Meta: Avaliacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Co-teaching and an interdisciplinary curriculum are increasingly present in public education, yet teacher candidates often lack appropriate models in teacher preparation coursework. In this article, we used self-study research methods to explore our development and enactment of a co-taught, interdisciplinary instructional unit that spanned two methods courses, and how we negotiated disciplinary differences, the curriculum and instruction of the unit, and instructor status in the co-taught interdisciplinary unit. [ABSTRACT FROM AUTHOR]

Having two teachers work collaboratively in the same class has been suggested as a possible solution to several instructional challenges, including the inclusion of students with special needs in mainstream classrooms and as part of school-wide prevention models to increase student achievement. In this, shared responsibility between teachers is regarded as a prerequisite to successful co-teaching. However, few studies have investigated whether shared responsibility between teachers actually leads to improved student achievement. This mixed methods study investigates shared responsibility in a sample of 148 classrooms where two general educators worked collaboratively in literacy instruction through first and second grade. First, we analysed whether the degree of shared responsibility between the two teachers for planning, enacting, and evaluating literacy instruction predicted student reading when controlling for pre-reading skills at baseline. Second, we carried out in-depth individual interviews with six collaborative teacher dyads purposefully selected from high- and low-performing classrooms to investigate what characterized their sharing of responsibility. The results show that shared responsibility significantly predicts students' reading achievement. Further, the interviews reveal a surface level collaboration between coteachers in low-performing classes, yet a more profound level of collaboration with influence on key teaching decisions in high-performing classes. [ABSTRACT FROM AUTHOR]

Danish school reform around inclusive practices became more prevalent in 2014, and efforts to address the needs of children with disabilities increased. One of the primary ways to meet students' needs in an inclusive setting was to move pedagogues out of their traditionally after-school social settings into the general education classroom to co-teach with content teachers. This qualitative study followed groups of pedagogues and classroom teachers in Denmark for two years, using interviews and observations to ascertain the challenges and successes of co-teaching between pedagogues and teachers. The results mirror in many ways the current research on co-teaching in other countries and with other collaborating professionals. The challenges, barriers, and successes experienced by pedagogues and teachers who were expected to co-teach due to Danish school reform on inclusion are shared. Recommendations build on existing literature and address the unique role that Danish pedagogues can play in moving inclusive practices forward and how their experiences can be applied to co-teachers in other countries and settings. [ABSTRACT FROM AUTHOR]

Decades of interest in responsible leadership has drawn critical attention to how future leaders are formed by academic leadership education. It has forced teachers to increasingly contemplate what leadership ideas and pedagogical practices they bring to the classroom, and who they are in the light of the ideas and practices they adhere to. In this 'Leading Questions' we take an interest in how leadership educators' identities are formed and exploited in everyday teaching. The questions and comments we present are part of an ongoing conversation on identity work triggered by the controversies we experienced when co-teaching a course titled Rethinking Leadership at a renowned international business school. Where most discussions of identity work in a business school context only highlight the distressing and unfavourable aspects of identity work, we take a different approach. We confess how we struggle with our own identities as leadership educators. We then argue this identity work comes with pedagogical potential, yet to be accounted for, especially relevant to future education of critical and responsible leaders. Finally, we confess that even if our years of conversation on our different teacher identities did not result in a distinct pedagogical model, it dramatically changed and charged our ability to intentionally make space for controversial identity work in the leadership classroom. [ABSTRACT FROM AUTHOR]

Review-aware Rating Regression (RaRR) suffers the severe challenge of extreme data sparsity as the multimodality interactions of ratings accompanied by reviews are costly to obtain. Although some studies of semisupervised rating regression are proposed to mitigate the impact of sparse data, they bear the risk of learning from noisy pseudo-labeled data. In this article, we propose a simple yet effective paradigm, called co-trainingteaching (CoT²), for integrating themerits of both co-training and co-teaching toward robust semi-supervised RaRR. CoT² employs two predictors trained with different feature sets of textual reviews, each of which functions as both "labeler" and "validator." Specifically, one predictor (labeler) first labels unlabeled data for its peer predictor (validator); after that, the validator samples reliable instances from the noisy pseudo-labeled data it received and sends them back to the labeler for updating. By exchanging and validating pseudo-labeled instances, the two predictors are reinforced by each other in an iterative learning process. The final prediction is made by averaging the outputs of both the refined predictors. Extensive experiments show that our CoT² considerably outperforms the state-of-the-art recommendation techniques in the RaRR task, especially when the training data is severely insufficient. [ABSTRACT FROM AUTHOR]

IntroductionThis study examined the impact of co-teaching on students and lecturers, assessing its benefits and drawbacks, and suggesting ways to enhance collaborative learning.MethodsFifty undergraduate student teachers participated in two sports sciences seminar courses jointly taught by two lecturers. Data was collected via student reflections; course evaluation feedback; word clouds; and teacher reflections. Thematic analysis was used for qualitative data.ResultsThe findings indicate that the short intensive seminar course resulted in three parallel processes: emotional, students transitioning from negative feelings of chaos, frustration, and a sense of incompetence to positive feelings of satisfaction and sense of accomplishment; social, students learning to listen, request assistance, support, encourage, and collaborate; and cognitive, students learning to ask fruitful questions, plan experiments, summarize, and present. Nevertheless, the time and effort demands involved in the planning and management of such courses may constitute a significant barrier to the future implementation of this teaching method. In terms of course outcomes, no indications of higher quality were seen compared to traditional instruction.DiscussionDrawing on the symbolic interactionism theory, the study advocates for preparing students for inclusive and collaborative learning environments to improve academic engagement and success.

As a “wicked problem,” climate change requires interdisciplinary understanding and collaboration in order to prepare future leaders to develop solutions. To this end, as an ecologist and an anthropologist at a mid-sized university in the southeastern U.S., we designed a pair of interdisciplinary, research-intensive courses for first-year Honors students with the goal of improving understanding and communicating the urgency of climate change. We employed High Impact Practices (HIPs) and Course-Based Undergraduate Research Experiences (CUREs) to accomplish learning outcomes during both years of the course. Gains in scientific knowledge and climate change-specific knowledge were assessed with quantitative and qualitative analysis of pre and post-tests. Analysis suggests that the course improved climate change knowledge and sophistication of interdisciplinary thinking and increased student confidence in understanding of the process of science. This course structure offers an approach to providing a practice space for developing multifaceted solutions to wicked problems.

Abstract Background Faculty have traditionally taught the physical examination (PE) to novice medical students (pre-clerkship students.), despite recruiting and cost issues and problems standardizing their approach. Activity We present a model using standardized patient instructor (SPI)-fourth year medical student (MS4) teams to teach PE to pre-clerkship students, leveraging the benefits of co-teaching and peer-assisted learning. Results Surveys of pre-clerkship students, MS4s and SPIs indicate positive perceptions of the program, including MS4s reporting significant growth in their professional identities as educators. Pre-clerkship students' performance on the spring clinical skills exams was equivalent to or better than their peer performance pre-program implementation. Implications SPI-MS4 teams can effectively teach novice students the mechanics and clinical context of the beginners’ physical exam.

Abstract Background Clarifying the effectiveness of co-teaching in medicine and nursing (CMN) is important as it is crucial in clinical practice to improve the quality of patient care and prognosis. In this study, we aimed to determine the efficacy of CMN in nurse anesthetist training. Method The study comprised a 6-month training session and a before-and-after controlled study. In total, 59 nurses were recruited. The first 30 nurses were enrolled in the conventional single-teaching in nursing (SN) group and only took nursing-related courses. The next 29 students were enrolled in the CMN group and received both general medical and nursing-specific curricula. Before and after training, medical and nursing collaboration competency scores and knowledge scores were compared between the two groups. At the end of the study, qualitative comments on teaching satisfaction and clinical reasoning skills improvement were queried, and content analysis was performed. Results Participants in the CMN group outperformed those in the SN group in tests of medical and nursing collaboration abilities as well as knowledge. The CMN group outperformed the SN group in terms of teaching satisfaction evaluation, particularly in terms of fostering learning in the anesthetist specialty, improving clinical practice, fostering motivation, and influencing how people think about challenges at work. Furthermore, participants in the CMN group felt that their clinical reasoning abilities had improved. Conclusion In comparison to the SN group, the CMN group had enhanced outcomes of patient care, medical and nursing collaboration, and clinical reasoning skills.

This article illustrates how two teachers, a general educator and a special educator, used an interactive process in planning an interdisciplinary science unit for an inclusive Kindergarten classroom and how they addressed Universal Design for Learning (UDL) components. This planning process included capitalizing on each teacher's knowledge and expertise, layering resources from within their learning community iteratively over time (not a one‐meeting‐and‐done effort), and harnessing the power of multimodal, interdisciplinary learning. This iterative process was key in allowing teachers to evaluate student engagement and layer in UDL components to address evolving students' needs. [ABSTRACT FROM AUTHOR]

Co-teaching is a popular service delivery option for students with learning disabilities (LD), yet its overall efficacy is questionable. Variance in teachers, students, quality of instruction, and types of co-teaching make it challenging to meet criteria for quality group experimental study. Schools must determine the effectiveness of their co-teaching programs based on their goals and students. The purpose of this article is to describe one middle school's journey to determine if co-teaching would be an effective service delivery model for students with LD at risk for school failure. A school-university team implemented a pilot study, followed by a two-year period assessing student achievement data. Results indicated that co-teaching narrowed the achievement gap between students with and without LD. Limitations and implications for practice are discussed. [ABSTRACT FROM AUTHOR]

As a "wicked problem," climate change requires interdisciplinary understanding and collaboration in order to prepare future leaders to develop solutions. To this end, as an ecologist and an anthropologist at a mid-sized university in the southeastern U.S., we designed a pair of interdisciplinary, research-intensive courses for first-year Honors students with the goal of improving understanding and communicating the urgency of climate change. We employed High Impact Practices (HIPs) and Course-Based Undergraduate Research Experiences (CUREs) to accomplish learning outcomes during both years of the course. Gains in scientific knowledge and climate change-specific knowledge were assessed with quantitative and qualitative analysis of pre and post-tests. Analysis suggests that the course improved climate change knowledge and sophistication of interdisciplinary thinking and increased student confidence in understanding of the process of science. This course structure offers an approach to providing a practice space for developing multifaceted solutions to wicked problems. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica en Educación y Pedagogía is the property of Jenny Alejandra Mera Cordoba and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Voces de la Educacion is the property of Voces de la Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Research on how teachers learn to co-teach is scarce. In this systematic review, the PRISMA method was used to examine the relationship between teacher learning and co-teaching in professional development programmes. Inclusion criteria was used to identify 567 articles on K–12 co-teaching, published in 2009–2018. A detailed analysis of nine articles revealed that the linkage between co-teaching and teacher learning remained narrow. Various programmes showed that the existing understanding of co-teaching or teacher learning was not used efficiently. Considerable variation in the programmes regarding the concepts, methods, and practices highlight the importance of conducting future research. [ABSTRACT FROM AUTHOR]