Download or read book Co teaching in Middle School Inclusive Classrooms Perceptions of Administrators Special Education Teachers and General Education Teachers written by Thomas Anthony Compitello and published by . This book was released on 2003 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the co-teaching model of instruction in two different school districts within southeastern Pennsylvania. Three middle schools, one in School District I, and two in School District II, participated in the study. The study examined how administrators and teachers from two different school districts perceived collaborative teaching and its significance in addressing the needs of middle school students, with and without exceptionalities, within diverse, inclusive classrooms. The study analyzed the responses of 12 teacher respondents, four in School District I, Middle School A, and eight in School District II, four in Middle School B, and four in Middle School C. Each special education and general education respondent completed a Perceptions of Co-Teaching Survey which utilized Likert continuum responses. Five co-taught classes were observed by the researcher, one in Middle School A, two in Middle School B, and two in Middle School C. In order to acquire qualitative data with regard to co-teaching experiences, the researcher utilized open-ended probes during twelve teacher and three administrator telephone interview sessions. The study results indicated that a majority of participants believed that the collaborative model of instruction is a viable strategy to implement in order to meet the needs of all children in diverse, inclusive classrooms.
Download or read book Teaching in Tandem written by Gloria Lodato Wilson and published by ASCD. This book was released on 2011 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: Co-teaching is an equal partnership between a special education teacher and a general education teacher. They share a classroom and responsibilities for teaching all students in the class. But what does co-teaching look like? How does it work? Are we doing it right? Finding the answers to these questions is critical to the effectiveness of a co-teaching program that is grounded in inclusive educational practices. In this book, you'll learn how co-teachers * Define what effective co-teaching is and what it is not; * Engage students in evolving groups, using multiple perspectives for meaningful learning opportunities; * Resolve differences in teaching and assessment practices; * Respond to parents and students about inclusion and co-teaching concerns; and * Organize and teach an equitable, inclusive classroom. Concise and informative answers to questions posed by real teachers, administrators, and parents help you learn about the components of co-teaching. And vignettes about issues that arise in co-teaching situations will help you start conversations and solve day-to-day challenges inherent to co-teaching. Whether you're already involved in co-teaching programs or are soon to embark on the effort, Teaching in Tandem provides knowledge and tools that you can use to create effective partnerships and powerful learning environments for teachers and students alike. Every teacher, principal, administrator, and paraprofessional who participates in co-teaching--or who is worried about how to address inclusion--needs this book. An additional annotated resource list is available online, along with an ASCD Study Guide.
Download or read book Teachers Perceptions of Co teaching in an Inclusive Classroom in a Middle School written by Diane M. Norris and published by . This book was released on 1997 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Guide to Co Teaching With Paraeducators written by Ann I. Nevin and published by Corwin Press. This book was released on 2009 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: Offers guidelines to teachers on how to collaborate with paraeducators to positively affect the achievement of students with special needs, explaining what paraeducators are, discussing their roles and responsibilities, collaborative processes, teaching approaches, and support systems, and including examples from the field.
Download or read book Perceptions of Co teaching in Secondary Inclusion Classrooms written by Tori Renee Hill and published by . This book was released on 2020 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined secondary teacher and administrator perceptions of co-teaching practices as they relate to preservice and in-service training. In this mixed-methods study, general education math and English teachers and special education teachers in three suburban high schools were given a survey to provide input regarding co-teaching practices in their school/district. The survey results were analyzed to determine trends of variables relating to teacher perceptions. Additionally, interviews with four administrators (three schools and one district) were conducted to correlate expectations, strengths and weaknesses, and training with the results of the teacher survey. Multiple themes emerged, which included collaboration/planning, administrative support, volunteer/willingness, training/professional development, and relationship/trust. The results of the study showed teacher preparation programs were not consistent in providing a foundation on teaching students with disabilities, and there are weaknesses in professional development for successful co-teaching practices. Analyses of both survey and interview data provide insight into co-teaching in math and English classrooms and identify possible implications for the district’s co-teaching practices.
Download or read book A Guide to Co Teaching written by Richard A. Villa and published by Corwin Press. This book was released on 2013-01-04 with total page 281 pages. Available in PDF, EPUB and Kindle. Book excerpt: Your go-to guide for co-teaching! When you and a co-teacher bring together your individual skill sets and strategies, you'll create a more enjoyable, creative, and productive teaching experience—with more effective outcomes for students. Featuring updated research and case studies, this brand-new edition of the go-to guide profiles the supportive, parallel, complementary, and team-teaching approaches to co-teaching. New features include: Updated discussions of co-teaching in the RTI process New explorations of the roles of paraprofessionals, administrators, and even students New lesson plans linked to the Common Core and technology Forms and tools for establishing trust, improving communication, and planning
Download or read book A Guide to Co Teaching written by Richard A. Villa and published by Corwin. This book was released on 2004-04-08 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: In A Guide to Co-Teaching the reader is guided through the planning, implementation, and reflection phases with the help of these practical features: } tips on why some co-teaching arrangements work where others fail } straightforward self-assessments to make sure your goals are being met } chapters dedicated to each of the different approaches to co-teaching: supportive, parallel, complementary and team teaching } quotes and advice from teachers and students who have been successful in co-teaching experiences } answers to frequently asked questions about implementing co-teaching and its effects o teachers, students and their families { discussions of how administrators can support teachers to move toward co-teaching.
Download or read book Co Teaching in the Differentiated Classroom written by Melinda L. Fattig and published by John Wiley & Sons. This book was released on 2007-12-10 with total page 167 pages. Available in PDF, EPUB and Kindle. Book excerpt: Co-Teaching in the Differentiated Classroom is a practical hands-on guide that explains how to implement co-teaching programs in mixed-ability classrooms. Based on the authors' award-winning model, this important guide shows how special education teachers can pair with general education teachers to improve classroom functioning while promoting high achievement for all students. The book provides tested frameworks and tools for teacher collaboration on lesson planning, student grouping, assessment, and discipline. It also offers guidance on managing overcrowded classrooms and on designing and implementing differentiated lessons and assignments, and includes advice for administrators.
Download or read book The Perceptions and Experiences of General and Special Education Teachers Toward Co teaching written by Sandra L. Hock and published by . This book was released on 2018 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many schools have begun implementing co-teaching involving a general and special education teacher working collaboratively together within a classroom to deliver instruction to all students within a general education classroom environment. This trend has shown progression over the last 20 years with the implementation of the Individuals with Disabilities Act (IDEA) in 2004, and No Child Left Behind (NCLB) in 2001. The purpose of this qualitative study was to research the results of studies at the elementary, middle and high school levels on the perceptions and experiences of general and special education teachers on the implementation of co-teaching and determine how these perceptions and experiences relate to implementing successful co-teaching models. Factors that will be reviewed as a part of this study are: experience, perceptions, professional development, and administrator support. The research was completed in three phases: distribution of a Likert Co-Teaching Survey, Semi-Structured Interviews and a prototype Case Study. The prototype case study was conducted in a large suburban unit school district about 50 miles west of Chicago, Illinois. The overall community population is 31,832 with a median household income of $102,987 (U.S. Census Bureau, 2014). The student population of the district is 18,209 making it the 7th largest school district in the state of Illinois. The general and special education participants in this prototype case study were from one elementary school located within the district. The review of literature supports that the perceptions of general and special education teachers have a profound impact on the success of co-teaching (Gokdere, 2012), sustains the need for adequate and on-going professional development (Austin, 2001; Cook & Friend, 1995; Cramer & Nevin 2006; Danmore & Murray 2009; Friend, 2000, 2007; Idol, 2006; Scruggs, 2007), and support the need for positive administrative support for a successful co-teaching program.
Download or read book A Collective Case Study Exploring Administrators Perceptions of and Perceived Role in the Inclusive Instructional Setting Known as Co teaching written by Carrie Lee Hedrick and published by . This book was released on 2016 with total page 273 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explored administrators' perceptions of and perceived role in the inclusive instructional setting known as co-teaching. In order to understand the participants' perceptions of co-teaching, the interviews explored their perceptions of their overarching roles in reference to the following: the school change that has occurred through federal laws; how school culture was created in their schools; how they are an instructional leader; and how they manage their school. From these overarching roles of an administrator, the participants were then asked to explore how co-teaching fits into those roles. From those conversations many consistent and inconsistent themes were revealed about the roles of an administrator in today's age of accountability through federal laws and regulations. The participants explained the increase in accountability, requirements for quality staff, the benefits and challenges of co-teaching, and the need for administrators as instructional leaders. They reflected on the decreases in provisions, the division between special and general education, and the limited local control of education. They elaborated on the role conflict and role strain they felt as an administrator. The inconsistent themes shed light on the lack of training about co-teaching for administrators and teachers and differences in expectations of co-teachers between the cases, so the evaluations of co-teachers are not consistent across Smith District. The administrators desired for a tiered evaluation tool for educators and more control over teacher salaries. The final inconsistency was the type of quality of teachers required primary verse secondary schools.
Download or read book Practices and Perceptions of Regular and Special Educators Co teaching in the Middle and Secondary Inclusion Classrooms written by Rosanna Whisnant and published by . This book was released on 2015 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers Perceptive sic on Co teaching at the Middle School Level written by Young Pyo Lee and published by . This book was released on 2006 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt: Effective collaboration between general and special education teacher is essential for successful inclusion for students with disabilities. The survey was conducted to examine general and special education teachers' and administrators' perspective toward co-teaching at a middle school level. The study examined Shivela Middle School in Murrieta, a suburban sixth through eighth grade middle school in Southern California in the United States. The survey questionnaire was adapted from the co-teaching self-assessment instrument developed by Villa, Thousand, and Nevin (2004). Overall, teachers and administrators rated the questionnaire items highly important. Teachers rated the highest importance on the items in flexibility with teaching partners, identifying student's strengths and weaknesses, personal relationships, and communication. Administrators generally perceived the elements of items higher in importance than the teachers. Teachers' perspective differed according to their current teaching assignments, years of teaching experience, years of co-teaching experience, and kind of credentials held. Sixth grade core teachers and multiple credentialed teachers gave significantly higher importance ratings than the seventh and eighth grade single subject teachers. Special education teachers gave less positive importance ratings than the administrators or multiple subject credentialed core teachers but gave more positive ratings than the single subject math or science teachers. Keywords Co-teaching, Teacher, Perspective, Collaboration, Inclusion, Team-teaching.
Download or read book Teachers Perceptions of the Benefits and Disadvantages of Co teaching with Special Education Teachers written by Charlotte Courtney Leedom and published by . This book was released on 2006 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: This thesis describes general education teachers' perceptions of the benefits and disadvantages of co-teaching with special education teachers in the delivery of a standards-based curriculum at the elementary and middle school levels. The researcher collected data from interviewing five different general education teachers from three different school sites. The teachers taught in classrooms that had students with and without disabilities. This study focuses upon the practical logistics of co-teaching, administrative support, lessons learned from experience, and advice to new co-teachers. Interview results indicated that general education teachers do support co-teaching as a means for providing students with disabilities access to the general education core curriculum. By working together, the general education teachers felt they had a better chance of implementing a learning environment conducive to instructing students with and without disabilities, than they would have on their own. Key words: Inclusion, collaboration, co-teaching, perceptions, Individuals with Disabilities Education Act, universal design.
Download or read book What Matters Most written by Geraldine Mary Nierengarten and published by . This book was released on 2007 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Co Teaching Do s Don ts and Do Betters written by Toby J. Karten and published by ASCD. This book was released on 2020-07-23 with total page 271 pages. Available in PDF, EPUB and Kindle. Book excerpt: Co-teaching has been increasingly adopted to support students in the general education classroom. After 20 years of field testing, we know what works—and what doesn't. In this practical guide, co-teaching and inclusion experts Toby J. Karten and Wendy W. Murawski detail the best practices for successful co-teaching and ways to troubleshoot common pitfalls. This book addresses the do's, don'ts, and do betters of * The co-teaching relationship and collaborative roles. * Co-planning instruction and assessment. * Co-teaching in action. * Academic and behavioral supports and interventions. * Collaborative reflections, improvements, and celebrations. Readers will gain valuable insights on what to start doing, what to stop doing, and how to improve their co-teaching practices to better reach all students.
Download or read book A Middle School Co teaching Program Evaluation in One Suburban Midwestern School District written by Ashly M. McGinnis and published by . This book was released on 2018 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: Middle school co-teachers and administrators offered information during focus groups, interviews, and surveys pertaining to co-teaching. Co-teaching in this study is defined as a special education teacher and a regular education teacher collaboratively providing instruction to a group of student with diverse learning needs. This qualitative program evaluation, conducted in a Midwestern suburban area, provides an analysis of middle school co-teaching with a focus on collaboration and professional development. The purpose of this study was to discover perceptions of middle school co-teaching from those at the front lines, including special education co-teachers, regular education co-teachers, and building administrators. The conceptual framework for this study was collaboration as defined by Friend and Cook (2013). Open and axial coding were used in the data analysis process. Findings indicated a lack of consistent and ongoing professional development, concerns with collaboration between co-teachers, and confusion with roles in co-teaching.
Download or read book Co Teaching in Secondary Schools written by Lisa Dieker and published by National Professional Resources Inc. This book was released on 2018-02-11 with total page 6 pages. Available in PDF, EPUB and Kindle. Book excerpt: This 6-page laminated guide is an easy-to-use, quick-reference tool for middle and high school teachers embarking on co-teaching for the first time, as well for those in established co-teaching partnerships. Drs. Lisa Dieker and Rebecca Hines, well-known experts in the field of inclusion, have paired up to create a concise yet substantive laminated guide that offers teachers practical strategies for building strong co-teaching teams. The guide walks collaborative teaching teams through the seven steps of successful classroom inclusion, and offers practical tips and examples to help teachers along the way. It also offers a checklist of the key characteristics of effective co-teaching classrooms to help teachers stay on track
