‫שאילתה הוראה שיתופית‬
‫‪.1‬‬
‫מספר פריט‪24601 :‬‬
‫‪P08‬‬
‫מיון‪:‬‬
‫מאמר‬
‫סוג‪:‬‬
‫חקר מקרה‪ :‬טובים השניים בהוראה‪ ,‬לפיתוח ידע מקצועי‬
‫כותר‪:‬‬
‫וולפנספרגר‪ ,‬יוכי ‪/‬פטקין‪ ,‬דורית‬
‫מחבר‪:‬‬
‫סמינר הקיבוצים‬
‫מו"ל‪:‬‬
‫‪1111‬‬
‫שנה‪:‬‬
‫החינוך וסביבו‬
‫בתוך‪:‬‬
‫‪33‬‬
‫כרך‪:‬‬
‫‪151-161‬‬
‫עמודים‪:‬‬
‫מילות מפתח‪ :‬הוראה שיתופית; ידע; מקצועיות; התפתחות מקצועית;‬
‫‪.1‬‬
‫מספר פריט‪24401 :‬‬
‫‪10.87.2‬‬
‫מיון‪:‬‬
‫מאמר‬
‫סוג‪:‬‬
‫הוראה משותפת באמצעות תהליכי דיגום‪ :‬קושי‪ ,‬אתגר וצמיחה בהתנסות‬
‫כותר‪:‬‬
‫המעשית‬
‫בשן‪ ,‬בלהה ‪/‬הולצבלט‪ ,‬רחל‬
‫מחבר‪:‬‬
‫עמנואל‪ ,‬דליה ‪/‬רייכנברג‪ ,‬רבקה‬
‫עורך‪:‬‬
‫מכון מופ"ת‬
‫מו"ל‪:‬‬
‫‪1112‬‬
‫שנה‪:‬‬
‫הדרכה משמעותית ‪ -‬אפשר גם אחרת‬
‫בתוך‪:‬‬
‫‪152-111‬‬
‫עמודים‪:‬‬
‫מילות מפתח‪ :‬הכשרת מורים; הוראה; הוראה שיתופית; פרחי הוראה; מדריכים פדגוגיים;‬
‫למידה שיתופית;התנסות מעשית;‬
‫‪.3‬‬
‫מספר פריט‪0400 :‬‬
‫‪P08‬‬
‫מיון‪:‬‬
‫מאמר‬
‫סוג‪:‬‬
‫שילוב הערכה עצמית של סטודנטים במסגרת הוראה משותפת כאמצעי‬
‫כותר‪:‬‬
‫לקידום ההוראה‪-‬למידה‬
‫וולפנספרגר‪ ,‬יוכי ‪/‬פטקין‪ ,‬דורית‬
‫מחבר‪:‬‬
‫סמינר הקיבוצים‬
‫מו"ל‪:‬‬
‫‪1111‬‬
‫שנה‪:‬‬
‫החינוך וסביבו‬
‫בתוך‪:‬‬
‫‪31‬‬
‫כרך‪:‬‬
‫‪112-111‬‬
‫עמודים‪:‬‬
‫מילות מפתח‪ :‬הערכה עצמית; סטודנטים; למידה; הוראה שיתופית; הוראה;‬
‫‪.1‬‬
‫מספר פריט‪0249 :‬‬
‫‪P08‬‬
‫מיון‪:‬‬
‫מאמר‬
‫סוג‪:‬‬
‫הערכה אינטרדיסציפלינרית בהוראה משותפת בתחומי המתמטיקה‬
‫כותר‪:‬‬
‫והאוריינות האקדמית‬
‫וולפנספרגר‪ ,‬יוכי ‪/‬פטקין‪ ,‬דורית‬
‫מחבר‪:‬‬
‫סמינר הקיבוצים‬
‫מו"ל‪:‬‬
‫‪1116‬‬
‫שנה‪:‬‬
‫החינוך וסביבו‬
‫בתוך‪:‬‬
‫‪11‬‬
‫כרך‪:‬‬
‫‪53-61‬‬
‫עמודים‪:‬‬
‫מילות מפתח‪ :‬הוראה שיתופית; למידה שיתופית; מתמטיקה‪ ,‬הוראתה; אוריינות; חשיבה‬
‫מופשטת; הבנה; הערכה; הערכה אלטרנטיבית; הערכה מסכמת; הערכה‬
‫מעצבת;‬
‫‪.5‬‬
‫‪‬‬
‫כותר ‪:‬‬
‫הערכה בסביבת למידה ‪:‬הוראה שיתופית מתוקשבת ‪ /‬מירב אסף‪.‬‬
‫‪‬‬
‫מחבר‪/‬יוצר ‪:‬אסף‪ ,‬מירב;‬
‫מכללה לחינוך ע"ש קיי‪ ,‬באר‪-‬שבע‬
‫שיוך מוסדי ‪:‬מכללה לחינוך ע"ש קיי‪ ,‬באר‪-‬שבע‬
‫נושאים ‪:‬הוראה ולמידה מתקשבות ;למידה בקבוצות ;מדידה והערכה בחנוך‬
‫מתוך ‪:‬קולות‪ :‬כתב עת לענייני חינוך וחברה ‪1111 ,11-11 :1 ,‬‬
‫תקציר‪:‬למידה שתופית היא למידה מורכבת מאוד לנהול ולהערכה‪ .‬כדי לקבל תמונה‬
‫משקפת ולעודד השתתפות וקבלת אחריות‪ ,‬ההערכה צריכה להיות חלק בלתי נפרד וגלוי של‬
‫כל תהליך הלמידה‪ .‬תכנון תהליכי ההערכה צריכים להיות חלק מבניית התכנית ועליהם‬
‫להתחשב ביעדיה ובפעולות שהיא רוצה לקדם‪( .‬מתוך המאמר)‬
‫שנת פרסום ‪: 2014‬‬
‫שפה ‪:‬עברית‬
‫‪ ‬קישור למאמר‪:‬‬
‫‪http://www.kaye.ac.il/images/files/publications/kolot/2014/kolot8.pdf‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪.6‬‬
‫‪‬‬
‫כותר ‪:‬‬
‫שילוב הערכה עצמית של סטודנטים במסגרת הוראה משותפת כאמצעי לקידום ההוראה‪-‬‬
‫למידה ‪ /‬יוכי וולנספרגר‪ ,‬פטקין דורית‪.‬‬
‫‪‬‬
‫מחבר‪/‬יוצר ‪:‬וולפנספרגר‪ ,‬יוכי‪.‬‬
.‫ דורית‬,‫פטקין‬
‫הוראה אינטגרטיבית ;הערכה עצמית ;למידה ;פרחי הוראה ;חנוך גבוה ;הכשרת‬: ‫נושאים‬
‫ הוראה ;אורינות אקדמית‬-- ‫מורים ;מדידה והערכה בחנוך ;סטודנטים ומרצים ;מתמטיקה‬
1111 ,112-111 :31 , ‫ שנתון סמינר הקיבוצים‬:‫החינוך וסביבו‬: ‫מתוך‬
‫מאמר זה דן בהתנסות בהערכה עצמית של סטודנטים במסגרת קורס סמינריוני‬:‫תקציר‬
‫ אחת בתחום המתמטיקה והשנייה בתחום‬- ‫ בו מלמדות שתי מרצות‬,‫להוראת המתמטיקה‬
‫המאמר סוקר את התפתחות התנסות זו בסמסטר‬. ‫ בהוראה משותפת‬- ‫האוריינות האקדמית‬
‫ ההערכה‬.‫ תוך עיגונה בספרות הקיימת הרלוונטית‬,‫הראשון של שנת הלימודים הנוכחית‬
‫ בחינה‬.‫העצמית וההערכה המשותפת נדונות מנקודת מבט של הערכה מכוונת למידה‬
‫ביקורתית של ההתנסות מעלה כי תהליך ההערכה העצמית של סטודנטים דורש הכנה‬
‫ מטרת מאמר זה היא להעלות לדיון את נושא "ההערכה העצמית" כחלק מן השיח‬.‫יסודית‬
)‫ באמצעות תיאור חלקה הראשון של ההתנסות (מתוך המאמר‬,‫החינוכי במכללה‬
: 2008 ‫שנת פרסום‬
‫עברית‬: ‫שפה‬
.7
A One-Year Study of the Development of Co-Teaching in Four Finnish
Schools
Takala, Marjatta; Uusitalo-Malmivaara, Lotta
European Journal of Special Needs Education, v27 n3 p373-390 2012
In this follow-up study, development of co-teaching was studied in four
different schools in Helsinki, Finland. Teachers, altogether 54, 51 and 26,
respectively, responded to an electronic questionnaire three times during one
year. The attitudes towards co-teaching were positive although the frequency
of co-teaching remained low. Co-teaching was seen as a developing mode of
teaching and it was said to be suitable for all school subjects. Special
teachers and class teachers had the most experience with co-teaching. The
majority of respondents co-taught 2-5 lessons per week and that did not
change during the follow-up, although monetary incentive was available to
those who increased their co-teaching during the study period. For classteachers, another class-teacher was most often the chosen co-teaching
partner. Special teachers were frequent co-teaching partners for all teachers.
The most common reason for not co-teaching was the lack of planning time.
However, 15 minutes were considered enough to plan one lesson. The
respondents had no education about co-teaching. Receiving more attention
was the most often mentioned benefit of co-teaching for the students. Sharing
and well-being were regarded as the greatest benefits of co-teaching for the
teachers. The advantages and obstacles of co-teaching are discussed and
some practical advice is given.
.1






Co-Teaching with Strategy Instruction
Conderman, Greg; Hedin, Laura R.
Intervention in School and Clinic, v49 n3 p156-163 Jan 2014
Despite the popularity of co-teaching and widespread professional literature
describing exemplary co-teaching practices, this instructional approach has
yet to realize its potential. One way to increase the effectiveness of coteaching is for special educators to contribute meaningfully by assuming the
role of strategy leader in the co-taught classroom. This article provides
examples of how special educators can define their role in co-taught
classrooms by contributing purposefully through evidence-based strategy
instruction.
.2
Co-Teaching: Enhancing the Student Teaching Experience
Diana, Thomas J., Jr.
Kappa Delta Pi Record, v50 n2 p76-80 2014
Co-teaching is a common practice in many P-12 schools today. An emerging
trend, however, is the use of this practice in teacher preparation as one way
of enhancing the development of student teachers. With the increase in
teacher accountability and the heightened scrutiny of teacher evaluation, coteaching is a strategy that can be incorporated into student teaching to ensure
that effective teaching is taking place and that student learning is maximized.
In fact, some colleges and universities are beginning to examine the
implementation of a co-teaching model to replace the traditional model of
student teaching (Bacharach, Heck, & Dahlberg, 2010). Co-teaching as an
instructional strategy may not be a new phenomenon in education, but it may
just change how we prepare our new teachers in the future. Co-teaching is
defined as two or more teachers working together with groups of students,
sharing the planning, organization, delivery, and assessment of instruction as
well as the physical classroom space (Teacher Quality Enhancement Center,
2010; Villa, Thousand, & Nevin, 2008). This article discusses the benefits and
challenges of co-teaching as well as co-teaching as professional experience
and during student teaching. It concludes that if implemented effectively, coteaching in teacher education programs can significantly enhance the
teaching profession as well as change the way future teachers are prepared.
.11
Pre-Service Teachers' Perceptions of Co-Teaching of Professional
Development School Teachers and University Faculty
King-McKenzie, Ethel; Delacruz, Stacy; Bantwini, Bongani; Bogan, Barry
School-University Partnerships, v6 n2 p64-77 2013
Co-teaching in teacher preparation is viewed as a promising practice for
fostering collaborative skills, increasing student participation, improving
classroom instruction, and professional growth for all participants. Using focus
group interviews as a unit of analysis, this article explores pre-service
teachers' perceptions of co-teaching used in their Urban Education Option
Cohort during Fall 2010. The co-teaching was conducted by university
professors and professional development school teachers who taught college
courses at a professional development school. Findings revealed that coteaching was positively received although challenges also existed. The article
discusses how challenges identified by pre-service teachers could be
addressed and recommends additional co-teaching strategies.
.11
Closing the Communication Gap: "Web 2.0 Tools for Enhanced Planning
and Collaboration"
Charles, Kelly J.; Dickens, Virginia
TEACHING Exceptional Children, v45 n2 p24-32 Nov-Dec 2012
Web 2.0 is expanding the way general and special educators collaborate,
especially in co-teaching situations. This article draws attention to several free
web-based tools and a co-teaching lesson plan supplement that can be used
to incorporate Web 2.0 technologies during the co-planning, co-teaching and
shared reflection processes between the general and special educator. This
article highlights five Web 2.0 applications that can be incorporated to save
time, document consultation and co-teaching strategies, as well as overcome
many co-teaching barriers, such as lack of planning time. Finally,
recommendations for teachers on how to successfully implement Web 2.0
tools within the co-teaching environment will be shared, along with
considerations for working within district guidelines regarding information
sharing online.
.11
Co-Teaching: A Case Study of Teachers' Perceptions
Smith, Valerie M.
ProQuest LLC, Ed.D. Dissertation, Northeastern University
The No Child Left Behind Act (NCLB) of 2001 and Individuals with Disabilities
Education Act (IDEA) of 2004 have directly contributed to an increase in
students receiving inclusive specialized instruction within the general
education classroom setting. To accommodate these students, many schools
have implemented the practice of co-teaching, or pairing a special educator
with a general educator, to service both special and general education
students. The purpose of this case study was to investigate which aspects of
co-teaching teachers deemed critical to the practice of co-teaching, and
consequently how the practice of co-teaching can be improved. The
qualitative, single-case study was designed to analyze perceptions of
teachers around co-teaching in an inclusive classroom where students with
special needs and skills are included in the general education setting. Data
was obtained through survey, semi-structured interviews and a focus group.
Fullan's (2008), and Hargreaves & Shirley's (2009) organizational and
educational change theories guided the research questions for this qualitative
case study. 1. How do teachers perceive the effectiveness of co-teaching? 2.
How may co-teaching be improved? Key words: Co-teaching, collaboration,
inclusion, communication, team teaching [The dissertation citations contained
here are published with the permission of ProQuest LLC.
.13
Celebrating the Reality of Inclusive STEM Education: Co-Teaching in
Science and Mathematics
Moorehead, Tanya; Grillo, Kelly
TEACHING Exceptional Children, v45 n4 p50-57 Mar-Apr 2013
This article focuses on science, technology, engineering, and mathematics
(STEM) education in secondary inclusive classrooms. Co-teaching is
increasingly used in inclusive practice by administrators to provide effective
instruction in inclusive classrooms. The practical and successful instructional
strategies in the article focus on one co-teaching structure: station teaching.
Although co-teaching has six different models, station teaching can provide a
meaningful way for general educators and special educators to work
collaboratively in the STEM inclusive classroom. This article will demonstrate
the technology and communication enhancement that are necessary in STEM
careers.
.11
What Makes Co-Teaching Work? Identifying the Essential Elements
Bacharach, Nancy L.; Heck, Teresa Washut; Dahlberg, Kathryn R.
College Teaching Methods & Styles Journal, v4 n3 p43-48 2008
As co-teaching expands into the realm of student teaching, it is essential for
universities and their partner districts to examine those components that are
critical to the success of a co-teaching partnership. This paper will share the
process used in the development of the What Makes Co-teaching Work
(WMCW) instrument used to support the successful implementation of a coteaching model of student teaching. The results of this study delineate five
inter-related components critical to the success of co-teaching including
planning, communication, relationship, classroom applications and coteaching knowledge. One must not assume that these components occur
naturally in the student teaching partnership. Each of these key elements
must be purposefully incorporated into the co-teaching experience. As
universities begin adopting a co-teaching model of student teaching, the
findings presented here provide guidance for establishing strong and
successful co-teaching partnerships.
.15
How to Build an Effective Co-Teaching Relationship between Teachers
Indelicato, Julietta
Online Submission, M.S.Ed Thesis, Dominican University of California
Collaborative teaching is an option worth exploring at the elementary school
level. The problem is many teachers lack the knowledge to effectively make
these co-teaching relationships work. The purpose of this study is to identify
effective co-teaching strategies to enhance collaborative teaching
relationships. The study documents 1st through 4th grade classroom
teachers, as well as individuals hired to work alongside the core classroom
teachers, under their lead as "co-teachers"; an effort driven by the school's
district to implement differentiated instruction and lower the teacher to student
ratio. Participants were asked to reflect on themes previously published
authors explored when they examined strategies to promote effective coteaching relationships. Findings indicate the recommendations previous
research outlined directly correlates with participants' feelings of
dissatisfaction in their current co-teaching relationships in regards to
collaboration through an equal partnership, communication which includes
clarification of roles, responsibilities and expectations, an understanding of the
six different co-teaching models, a secure common planning time, making the
best use of a shared physical space, and sharing a similar teaching
style/philosophy of teaching.
.16
The Leadership Role in Transitioning an Urban Secondary School from a
Traditional Service Delivery Model to a Co-Teaching Service Delivery
Model for Students with Disabilities: A Phenomenological Case Study
McDonald, Ginni E.
ProQuest LLC, Ed.D. Dissertation, University of Arkansas
This research studies the leadership role in transitioning from a traditional
service delivery model to a co-teaching service delivery model for students
with disabilities. While there is an abundant amount of information on the
service delivery model of co-teaching, sustaining co-teaching programs, and
effective co-teaching programs for students with disabilities, the actual studies
for the leadership role in transitioning to co-teaching are fewer. This
phenomenological case study explores the leadership role in effectively
transitioning an urban high school from a traditional service delivery of special
education services to a larger continuum of services, specifically co-teaching
for students with disabilities. Participants included secondary general
education teachers, special education teachers, and administrators for
interviews with semi-structured questions. An open-response questionnaire
was distributed to senior students in a co-teaching course. The interpretation
and analysis of the findings include the discussion of the complexity of the
leadership role and the barriers or obstacles that exist as a transition occurs
to a co-teaching model of service delivery model for students with disabilities
in a secondary school. The obstacles or barriers that emerge from such a
transition can derail the attempt to implement co-teaching as a service
delivery model for students with disabilities. The findings of this
phenomenological case study offer school leaders an informative roadmap by
which to navigate through these potential obstacles or barriers. These findings
are an addition to the available literature and contribute by informing
educators of the experiences of school personnel and students as this urban
secondary school transitioned to co-teaching as a service delivery model for
students with disabilities. These experiences and findings should be
extrapolated to support other educators as they begin to make this transition.
[The dissertation citations contained here are published with the permission of
ProQuest LLC. Further reproduction is prohibited without permission.
.17
Co-Teaching as a School System Strategy for Continuous Improvement
Walsh, James M.
Preventing School Failure, v56 n1 p29-36 2012
Co-teaching has increasingly been implemented over the past 20 years as a
shared responsibility alternative to more restrictive special education models
for providing service to students with disabilities. Results of local school
system research in Maryland during this 20-year period are reviewed
suggesting that improved special education student performance is
associated with increased access to general education classrooms through
co-teaching support. System-level co-teaching implementation strategies are
identified that result in successful participation by students with disabilities in
co-taught general education classrooms and accelerated outcomes on state
reading and mathematics assessments. The specific effect of co-teaching as
a system-level strategy to close achievement gaps and promote continuous
improvement for students with disabilities in Howard County, Maryland, over
the past 6 years is described.
.11
The Co-Teaching Journey: A Systematic Grounded Theory Study
Investigating How Secondary School Teachers Resolve Challenges in
Co-Teaching
Gerst, Sharon
ProQuest LLC, Ed.D. Dissertation, Liberty University
The purpose of this systematic grounded theory study was to explain how
problems inherent in co-teaching relationships are resolved by secondary
school special education and general education teachers at an urban school
district in Eastern Iowa. The participants were general and special education
secondary school teachers involved in effective co-teaching partnerships.
Data was collected from five partnerships, utilizing focus groups, interpersonal
behavior theory questionnaires, classroom observations, and individual
interviews. The researcher analyzed the data using systematic grounded
theory procedures of open coding, axial coding, and selective coding to
develop a theory grounded in the data collected about the process by which
teachers overcome problems in co-teaching. The theory, Achieving
Symbiosis, reflects three main stages of this process. In Initiation, a coteaching relationship begins. Then, teachers work at becoming effective in the
Symbiosis Spin. Finally, Fulfillment is achieved when all the pieces fit together
to create an effecting co-teaching partnership. The theory is presented as a
hypothesis for future research to explore later. Insight gained from this study
supports co-teachers as they work through the process of creating effective
co-teaching partnerships, as well as administrators who support co-teachers
in their buildings. [The dissertation citations contained here are published with
the permission of ProQuest LLC. Further reproduction is prohibited without
permission.
.12
An Examination of Co-Teaching: Perspectives and Efficacy Indicators
Hang, Qi; Rabren, Karen
Remedial and Special Education, v30 n5 p259-268 2009
Co-teaching has been developed as an instructional approach to support
students with disabilities in general education classrooms. The purpose of this
study was to identify teachers' and students' perspectives of co-teaching and
the efficacy of this teaching approach. Forty-five co-teachers and 58 students
with disabilities (N = 103), all of whom were new to co-taught classrooms
during the 2004 through 2005 school year, participated in this study. Data
were collected from surveys, observations, and records review. Significant
differences in student academic and behavioral performances were found in
comparisons between the year before co-teaching and the year of coteaching. Students with disabilities and their teachers also reported positive
perspectives about co-teaching. Based on these preliminary results, co-
teaching appears to be an effective instructional delivery option for meeting
the needs of students with disabilities in general education classrooms.
.11
A Descriptive Analysis of Co-Teaching: Preschool and Primary Grade
Teachers' Self-Perceptions and Observed Practices of Literacy
Instruction
Scranton, Megan J.
ProQuest LLC, Ed.D. Dissertation, Widener University
Co-teaching has become one of many collaborative strategies that schools
are looking at in an effort to meet the needs of all students and improve
teachers' instructional practices (Villa, Thousand, & Nevin, 2004). This study
provides a descriptive analysis of co-teaching among several different
purposeful pairings of teachers at the preschool and primary grade levels
involved in co-teaching relationships during literacy instruction. It sought to
determine what variables affected the co-teachers' perceptions about their
experiences within these partnerships and how these partnerships were
similar to or different from each other. Three types of co-teaching pairs
(Special Education--General Education, Specialist--General Education,
Paraprofessional--General Education) were studied at the preschool and
primary grade levels. A mixed methodology approach was used to study each
co-teaching relationship. Overall, the participants in this study expressed
positive perceptions about their current experiences in co-teaching
relationships. All three data sources (surveys, interviews, observations)
revealed similarities between each co-teaching pair in their beliefs,
characteristics, and approaches to teaching as well as their actual actions and
behaviors while co-teaching. In general, these positive perceptions and
similarities existed regardless of the participant's individual characteristics or
the co-teaching pair's combined characteristics. [The dissertation citations
contained here are published with the permission of ProQuest LLC. Further
reproduction is prohibited without permission.
.11
50 Ways to Keep Your Co-Teacher: Strategies for before, during, and
after Co-Teaching
Murawski, Wendy W.; Dieker, Lisa
TEACHING Exceptional Children, v40 n4 p40-48 Mar-Apr 2008
Researchers, teacher educators, and co-teachers are keenly aware of the
issues related to obtaining--and more important, keeping--good co-teaching
teams. In fact, educators frequently relate co-teaching to a marriage;
unfortunately, research clearly indicates that many co-teaching marriages
result in struggle, separation, or even divorce. This article uses humor and
mnemonics to highlight the keys to effective co-teaching that research and
literature have identified. Its purpose is to clarify the critical factors necessary
for developing and maintaining a successful co-teaching team.
.13
Co-Teaching and Team Teaching: Promising Opportunities for
Supporting Novice Special Education Teachers within the School
Culture. Induction Insights. Supporting Special Education TeachersAdministrators [AII-10]
National Center to Inform Policy and Practice in Special Education
Professional Development
A collaborative school context can support novice special education teachers.
Co-teaching and team teaching represent collaborative opportunities that can
counteract the historic isolation of special education teachers. Co-teaching
and team teaching--the focus of this Brief--also have the potential for
supporting novice teacher socialization in the school setting.
.11
Teachers' Perceptions of Co-Teaching in a Southern Rural County
King, Kelly E.
ProQuest LLC, Ed.D. Dissertation, Walden University
Examining teacher perceptions of the co-teaching model is the purpose and
the central research question of the proposed study. Co-teaching is
characterized by two teachers instructing general and special education
students within the same classroom. Literature indicates the need for
professional development to support this diverse group of learners. However
because little is known about the perceptions teachers have about coteaching, professional development is difficult to design. The project was
based in a rural school district with five elementary schools, 162 elementary
teachers and 24 elementary special education teachers. The study used a
purposeful sample of 15 general and special education teachers from four
elementary schools involved in co-teaching. Research questions consist of
determining teachers' perceptions of co-teaching and establishing the
advantages and disadvantages of co-teaching. Data were collected by
interviewing co-teachers using questions based on current literature and
evaluated by professional special educators for content validity. Transcribed
interviews were coded and analyzed to determine teacher perceptions of the
co-teaching model. Findings showed that most teachers had positive
experiences with co-teaching and wanted to continue the model, and viewed
special education students as benefiting from the higher standards of the
inclusion classroom. Data also showed that more guidance and training would
greatly benefit the co-teaching teams as well as the students. An action plan
was developed to provide teacher training needs. Social change implications
include successful integration of handicapped students into inclusion settings
through enhanced professional development and delivery of the co-teaching
model.
.15
Evaluation and Supervision of Co-Teaching: A Study of Administrator
Practices in New Jersey
Kamens, Michele Wilson; Susko, JoAnn P.; Elliott, Janice S.
NASSP Bulletin, v97 n2 p166-190 Jun 2013
With the continuing increase of inclusive education in our public school
classrooms today, there is a great deal of interest in co-teaching teams.
Research indicates that administrative support is a critical factor in coteaching effectiveness. In this study, we explored administrator knowledge
and practices related to the supervision and evaluation of co-teachers in
inclusive classroom settings. Clear themes that emerged were related to
professional preparation and training; expectations and perspectives of coteaching and inclusive practice; and supporting, supervising, and evaluating
co-teachers. The data indicated that there is considerable inconsistency in
administrator knowledge and practices and that professional development for
administrators is warranted. Implications for practice as well as questions and
issues for further research are discussed.
.16
First Year Co-Teaching: Disclosed through Focus Group and Individual
Interviews
Isherwood, Robert; Barger-Anderson, Richael; Merhaut, Joseph; Badgett,
Rebecca; Katsafanas, Jodi
Learning Disabilities: A Multidisciplinary Journal, v17 n3 p113-122 Fall 2011
Focus group interviews and individual interviews were conducted with 47
faculty members and administrators in a rural school district in Western
Pennsylvania to determine strategies for consideration when attempting to
establish and implement a co-teaching program. Participants were part of a
school district in its second year of adopting a co-teaching program. They
shared some of the common socio-technical problems experienced in the first
year of the co-teaching program and offered suggestions to avoid these
problems in the future. Roadblocks identified in successful implementation
included: dysfunctional co-teaching relationships, lack of common planning
time, skewed classroom composition, lack of curriculum familiarity, and noncompatibility with the school management information system. A description
of potential solutions to these roadblocks was also provided.
.17
Professional Development Experiences in Co-Teaching: Associations
with Teacher Confidence, Interests, and Attitudes
Pancsofar, Nadya; Petroff, Jerry G.
Teacher Education and Special Education, v36 n2 p83-96 May 2013
Co-teaching is a widely implemented instructional strategy that poses unique
challenges to teachers and may require targeted training. This study
considers the role of pre-service and in-service professional development
opportunities regarding co-teaching and teacher confidence, interests, and
attitudes regarding co-teaching in a sample of general education and special
education teachers. After controlling for key teacher demographics,
professional development opportunities around co-teaching were positively
associated with each teacher outcome. Teachers with more frequent inservice opportunities in co-teaching were more confident in their co-teaching
practice and demonstrated higher levels of interest and more positive
attitudes about co-teaching than did those teachers with less frequent inservice opportunities. Pre-service training on co-teaching was also positively
associated with teacher confidence.
.11
Middle School Co-Teaching: Effective Practices and Student Reflections
Conderman, Greg
Middle School Journal (J3), v42 n4 p24-31 Mar 2011
One way to meet the unique challenges in diverse classrooms is co-teaching.
Friend and Cook (2010) described co-teaching as an approach that provides
specialized services to individual students in a general education classroom.
Specifically, co-teaching involves two or more educators working
collaboratively to deliver instruction to a heterogeneous group of students in a
shared instructional space. This article describes co-teaching, an increasingly
popular instructional delivery option for diverse classrooms. It provides an
overview of co-teaching, highlights effective practices by two middle school
co-teachers, and presents reflections about the effectiveness of co-taught
classes from middle grades students.
.12
Successfully Applying Team Teaching with Adult Learners
Laughlin, Kevin; Nelson, Peggy; Donaldson, Susan
Journal of Adult Education, v40 n1 p11-18 2011
Team teaching is a great strategy to convey systems thinking to students,
families, and communities and to help learners gain multiple perspectives.
Learners benefit from the professional interaction among skilled instructors.
This article uses a program of land stewardship to demonstrate the
advantages of team teaching. Both the advantages and challenges of team
teaching are discussed.
.31
Team Teaching in Social Work: Sharing Power with Bachelor of Social
Work Students
Zapf, Michael Kim; Jerome, Les; Williams, Margaret
Journal of Teaching in Social Work, v31 n1 p38-52 2011
Team teaching in social work education usually involves sequential lectures
delivered by different instructors--relay or tag-team teaching. Truly
collaborative or collegial team teaching involves a committed group of diverse
instructors interacting together as equals in the classroom. Having more than
one teacher in the classroom confounds traditional student strategies of
meeting expectations of a single authority or expert; they are forced to think
for themselves. This article explores the literature on team teaching from
social work and related disciplines, concluding with a close examination of
recent collegial team-teaching experiences in social work at the University of
Calgary.
.31
Team Teaching: Are Two Better than One?
Bettencourt, M. L.; Weldon, A. A.
Journal on Excellence in College Teaching, v21 n4 p123-150 2011
The authors explored two assumptions about college teaching and learning:
first, that faculty teach in isolation, as institutional culture values and rewards
autonomy over collaboration; and second, that faculty collaboration improves
instruction. They present findings from an experiment in team teaching in a
university beginning Spanish course in which they conducted action research
to investigate the impact of team teaching on them, as the faculty participants
in this study, and on their students. Data from students' course evaluations
and the instructors' teaching diaries show that while participants expressed
positive outcomes from team teaching, their concerns about professional
identity, relationship, and engagement with students outweighed advantages.
.31
Evaluation of the Use of Team Teaching for Delivering Sensitive
Content: A Pilot Study
Kerridge, Joanna; Kyle, Gaye; Marks-Maran, Diane
Journal of Further and Higher Education, v33 n2 p93-103 May 2009
Many programmes in further and higher education contain sensitive areas of
content, such as diversity, racism, power and privilege, breaking bad news,
counselling, sex education and ethical decision making. Team teaching may
be a useful method for delivering sensitive areas of course content. This
article presents a pilot study that was undertaken on the use of team teaching
to deliver the ethical decision-making component of a continuing professional
development (CPD) module for trained nurses. The findings of the pilot study
are presented and mapped against different models of team teaching from the
literature, and they indicate that students found three key benefits of team
teaching for this sensitive content area: the value of having differing
perspectives; the way in which team teaching enhanced small group work
during the teaching session; and the value of team teaching in the
development of students' cognitive skills.
.33
Instructional Strategies to Accommodate a Team-Teaching Approach
Gaytan, Jorge
Business Communication Quarterly, v73 n1 p82-87 2010
The concept of team teaching is attributed to William Alexander, known as the
"father of the American middle school," who delivered a presentation at a
1963 conference held at Cornell University. Alexander's main idea was to
establish teams of three to five middle school teachers who would be in
charge of team teaching content to large groups of pupils, ranging from 75 to
150. Team teaching produces several pedagogical and intellectual benefits,
including the development of dynamic, interactive learning environments;
creation of a model for facilitating the teaching of critical thinking within or
across disciplines; and establishment of new research ventures and
partnerships among faculty. These and other benefits do not, however,
emerge by themselves: Instructors must adapt instructional strategies and
overall course planning to suit a highly collaborative approach. This article
provides a description of instructional strategies to accommodate a teamteaching approach and gives recommendations for developing an effective
team-teaching learning environment.
.31
Theoretical and Practical Issues in Team-Teaching a Large
Undergraduate Class
Hanusch, Folker; Obijiofor, Levi; Volcic, Zala
International Journal of Teaching and Learning in Higher Education, v21 n1
p66-74 2009
Attempts by universities to provide an improved learning environment to
students have led to an increase in team-teaching approaches in higher
education. While the definitions of team-teaching differ slightly, the benefits of
team-teaching have been cited widely in the higher education literature. By
tapping the specialist knowledge of a variety of staff members, students are
exposed to current and emerging knowledge in different fields and topic
areas; students are also able to understand concepts from a variety of
viewpoints. However, while there is some evidence of the usefulness of teamteaching, there is patchy empirical support to underpin how well students
appreciate and adapt to team-teaching approaches. This paper reports on the
team-teaching approaches adopted in the delivery of an introductory
journalism and communication course at the University of Queensland. The
success of the approaches is examined against the background of
quantitative and qualitative data. The study found that team-teaching is
generally very well received by undergraduate students because they value
the diverse expertise and teaching styles they are exposed to. Despite the
positive feedback, students also complained about problems of continuity and
cohesiveness.
.35
The Impact of Number of Adults on Instruction: Implications for CoTeaching
Sweigart, Chris A; Landrum, Timothy J . Preventing School Failure 59.1
(2015): 22.
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Common approaches to inclusive education (e.g., co-teaching or team
teaching) are based in part on an assumption that when more than one adult
or professional are present in a classroom, rates of effective instructional
practices and appropriate (i.e., positive) feedback can improve for students
who need them most. In this preliminary study, the authors examined teacherstudent interactions in a matched set of classrooms in which either one adult
or more than one adult were present. The authors present the results of their
analyses of teachers' rates of (a) positive and negative feedback, and (b)
opportunities to respond, as well as their time spent one-on-one or in small
groups with individual, target students. The authors also examine students'
percentage of time engaged and rates of disruption. In addition, the authors
discuss limitations and implications for the increased use of co-teachingas a
service delivery model.
.35
Teacher Professional Learning Communities in Innovative Contexts: "Ah Hah
Moments," "Passion" and "Making a Difference" for Student Learning
Owen, Susanne Mary . Professional Development in Education 41.1
(2015): 57-74.
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Innovative educational approaches for schooling require changes to the
traditional teacher role towards operating as co-facilitators and co-learners,
and working in teacher teams, with considerable professional learning
supporting this. Professional learning communities (PLCs) have been
acknowledged as highly effective, with their characteristics being identified
with reasonable consistency. However, specific processes through which
PLCs operate are less evident. Furthermore, there is little research about the
links between PLCs and student learning outcomes in innovative contexts.
This paper uses teacher interviews within three innovative case-study
schools, and considers student learning outcomes and the links to teacher
learning within PLC contexts from a teacher perspective. Findings provide
specific examples of PLC learning processes with regard to co-planning, coteaching and co-assessment. Using achievement data, student work samples,
teacher observations and self-reports, all teachers perceived that PLCs
supported changes in their practices relevant to innovative contexts. Teachers
indicated increased learning outcomes for students in terms of achievement,
social skills, emotional aspects, independence and creativity. Significantly, the
overall key impacts arising from effective PLCs operating within innovative
contexts seem to be increased well-being of teachers and students.
.36
Collaboration and Coteaching: A New Measure of Impact
Loertscher, David V . Teacher Librarian 42.2 (Dec 2014): 8-19,71.
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[...]both adults would have a mark on the learning experience, ranging from
content to inquiry skills, wide reading, and the use of technology. In spite of
these barriers, enough librarians seemed to be rising to the challenge that
Lance and Todd's correlational and qualitative studies showed positive
results.\n Create a learning commons Turn the traditional library physical
space into a vibrant and active library learning commons where individuals,
small groups, and large groups are at work throughout the school day and
virtually at all times.
.37
Teachers' collaborative activity in school-wide interventions
Ertesvåg, Sigrun K. Social Psychology of Education : An International
Journal 17.4 (Dec 2014): 565-588.
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Despite the strong interest in research about collaboration among teachers,
there are few longitudinal studies that have investigated improvements in
collaborative activity among teachers through school-wide interventions.
Drawing on data from a larger study, this article describes improvements in
collaborative activity among 900 teachers at 28 Norwegian schools. The
schools participated in two interventions aiming to strengthen classroom
management and to prevent and reduce problem behavior. Collaborative
activity was a main implementation strategy in both interventions. The impacts
of both school- and teacher-level factors were investigated through latent
multilevel growth curve models. Although the results indicated that teachers in
both interventions improved in collaborative activity, the teachers who
participated in one of the interventions improved more than teachers in the
other. The teacher- and school-level factors perceived learning environment,
initial collaborative activity, work experience and intervention were associated
with baseline and/or growth rate results.
.31
Co-Teaching Perspectives from Secondary Science Co-Teachers and Their
Students with Disabilities
King-Sears, Margaret E. ; Brawand, Anne Eichorn; Jenkins, Melissa
C.;Preston-Smith, Shantha. Journal of Science Teacher Education 25.6
(October 1, 2014): 651-680.
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An in-depth case study of one team of co-teachers' practice from multiple
perspectives is described. A high school science co-teaching team and their
students with disabilities completed surveys about their perceptions of coteaching. Additionally, observations of the two co-teachers occurred to
determine roles and types of interactions for each co-teacher during science
instruction. Observational data revealed effective teaching behaviors
demonstrated by each co-teacher. Detailed descriptions of the co-teachers'
instruction are provided. The science educator was observed interacting with
the large group twice as often as the special educator. The science educator
also presented new content nearly three times as often as the special
educator. The co-teacher surveys were consistent with the observational data.
Both educators disagreed that the special educator was primarily the lead for
instruction. Both educators strongly agreed they had an effective coteaching relationship, although the science educator indicated stronger
agreement for parity in roles and responsibilities than the special educator
noted. Forty-three percent of the students identified the science educator as in
charge of lessons, while 43% identified both educators. Most students thought
teaching was divided in half, and all students enjoyed having two teachers in
science. Eighty-six percent of the students indicated team teaching was the
most frequently used co-teaching model, and 14% indicated one teach, one
drift. Implications for co-teachers' reflections on their collaboration, including
the relevance of student perceptions (i.e., Who is the "real" teacher?), and the
extent to which educators are prepared at preservice and inservice levels
for co-teaching are discussed.
.32
DELIVERING TRAINING WITH A COLLEAGUE: HOW TO MAKE COTRAINING WORK.
Authors:
Williams, Bronwen1 bronwen.williams@glos.nhs.uk
Source:
Mental Health Practice. Jun2014, Vol. 17 Issue 9, p14-19. 6p. 1 Color
Photograph.
Document Type:
Article
Subject Terms:
*MENTAL illness -- Treatment
*LEARNING
*PROFESSIONAL employees -- Training of
*PSYCHIATRIC nursing
*SOCIAL work education
*TEACHING methods
*EDUCATION theory
Author-Supplied Keywords:
co-teaching
co-training
Education theory
learning outcomes
teaching experience
Abstract:
Co-training can be an excellent experience for students and trainers
alike, and can support increased learning. This article considers
how co-training can be used in health and social care training
classrooms. It explores the theory and practice of training with a
colleague, which can appear to be an easy option but may in fact be
much harder than training alone. By focusing on the relationship
between individual trainers and joint training methodologies, the aim of
the article is to share information that is useful to full-time trainers and
to clinicians who undertake training as an occasional activity.
.11
PARTNER TEACHING: A PROMISING MODEL
Authors:
BRONSON, CARROLL E.1 (AUTHOR)
DENTITH, AUDREY M.2 (AUTHOR)
Source:
Education. Summer2014, Vol. 134 Issue 4, p506-520. 15p. 1 Chart.
Document Type:
Article
Subject Terms:
*TEACHING teams
*RACE relations
*EDUCATIONAL leadership
*URBAN schools
*POOR communities
*PRESCHOOL education
*KINDERGARTEN
Author-Supplied Keywords:
co-teaching
high poverty urban Kindergartens
instructional leadership
partner-teaching
race relations
teacher teams
NAICS/Industry Codes:
624410 Child Day Care Services
611110 Elementary and Secondary Schools
Abstract:
This paper describes an ethnographic case study of a partner or coteaching classroom in an urban preschool classroom. As part of a
larger project that evaluated classroom size and
team teaching structures in Kindergarten classrooms in several high
poverty urban schools, one successful co-teaching classroom was
studied further. Systematic observations of this classroom occurred
over the course of one academic year and additional individual
interviews and focus group interviews were used to gather the data.
While evidence of high adult collegiality and a culture of high
achievement were noted; several troubling findings surfaced. The
partner or co-teachers suffered from too little effective instructional
leadership in support of their abilities to develop good partner or coteaching skills. These white female teachers also exhibited an inability
to engage in critical dialogue and reflection related to the dynamics of
race in their relationships with parents of African American children.
The authors use a critical framework to suggest that these findings are
not innocuous but, in fact, are hidden relations of power that explain
the absence of positive parent-teacher relations among white teachers
and children of color in this urban school.
Supporting Co-Teaching Teams in High Schools: Twenty ResearchBased Practices.
Authors:
NIERENGARTEN, GERRY1
Source:
American Secondary Education. Fall2013, Vol. 42 Issue 1, p73-83.
11p.
Document Type:
Article
Subject Terms:
*STUDENTS with disabilities
*DIVERSITY in education
*TEACHING methods
*SCHOOL administrators
*TEACHING teams
Abstract:
Including students with special needs in the general education
classroom is being widely promoted in the public schools. This practice
places a heavy burden on the general educator who is often
inadequately trained to meet the needs of such a diverse
classroom. Co-teaching has been one of the support strategies used
to address the challenges and capitalize on the opportunities for
learners with special needs in the general education classroom. This
article provides twenty suggestions for high school administrators to
consider when implementing co-teaching in order to support the
teachers who engage in this promising practice.
41.
Achieving symbiosis: Working through challenges found in coteaching to achieve effective co-teachingrelationships.
Authors:
Pratt, Sharon sharon.pratt@agsfaculty.indwes.edu
Source:
Teaching & Teacher Education. Jul2014, Vol. 41, p1-12. 12p.
Document Type:
Article
Subject Terms:
*TEACHING teams -- Research
*TEACHING teams
*SECONDARY school teachers
*RESEARCH
*EDUCATION
*OBSERVATION (Educational method)
*SYMBIOSIS
UNITED States
IOWA
Author-Supplied Keywords:
Co-teaching
Collaboration
Resolving co-teaching challenges
Abstract:
This grounded theory study explored how secondary school coteachers in an urban Eastern Iowa school district resolved challenges
to co-teaching relationships. Five partnerships (N = 10) participated in
focus group interviews, interpersonal behavior questionnaires,
classroom observations, and individual interviews. The resulting theory,
Achieving Symbiosis, explains how co-teaching partnerships became
effective in their collaboration through using personal differences and
strengths to become interdependent. This theory provides helpful
strategies grounded in the field for co-teachers as they seek to begin
or improve collaborative teachingrelationships, for administrators as
they support co-teachers, and for teacher educators as they prepare
students for collaborative partnerships.
42.
Self-assessment of self-assessment in a process of co-teaching.
Images
Authors:
Wolffensperger, Yochie1
Patkin, Dorit1 patkin@netvision.net.il
Source:
Assessment & Evaluation in Higher Education. Feb2013, Vol. 38 Issue
1, p16-33. 18p. 2 Charts.
Document Type:
Article
Subject Terms:
*SELF-evaluation
*EDUCATIONAL evaluation
*MATHEMATICS -- Study & teaching
*LITERACY
*OBSERVATION (Educational method)
Author-Supplied Keywords:
co-assessment
co-teaching
learning-oriented assessment
self-assessment
self-assessment indicator
Abstract:
The present paper engages in a qualitative research of selfassessment of two lecturers and their students within the framework of
a mathematics teaching seminar course (a course during which
students submit a research final work) at a teachers’ training college in
Israel. Two lecturers co-teach in the course – one of them in the
discipline of mathematics and the other in the discipline of academic
literacy. The study explores the development process of this
experience in the course of one academic year. Data were gathered by
means of observations, interviews and reflection records, and the data
analysis was done by the ‘grounded theory’ method. The research
findings indicate that the self-assessment experience of students is far
from being faultless
43.
English co-teaching and teacher collaboration: A micro-interactional
perspective.
Authors:
Park, Jae-Eun1 kulingua@gmail.com
Source:
System. Jun2014, Vol. 44, p34-44. 11p.
Document Type:
Article
Subject Terms:
*TEACHING teams -- Research
*TEACHER collaboration
*RESEARCH
*ENGLISH teachers
*ENGLISH language -- Study & teaching
*NATIVE language & education
*STUDENTS
*ELEMENTARY education
FOREIGN speakers
KOREA
Author-Supplied Keywords:
Conversation analysis
English co-teaching
Participation patterns
Teacher collaboration
Teacher roles
NAICS/Industry Codes:
611630 Language Schools
Abstract:
English co-teaching by a native English-speaking teacher (NE) and a
non-native English-speaking teacher (NN) is a common instructional
practice in many English as a Foreign Language (EFL) contexts. This
paper explores how two co-teachers collaborate during teacher-fronted
interactions from a micro-interactional perspective, focusing on a
Korean elementary school English classroom. Five video-taped
lessons were analyzed to identify the participation patterns in which
teacher collaboration occurs as the non-leading teacher intervenes in
the ongoing talk. Teacher collaboration is realized in following two
patterns: three-party interactions between the leading teacher, the nonleading teacher, and students in which the teachers jointly manage
teacher talk or the floor, and two-party interactions between the leading
and the non-leading teachers in which they offer and receive help in
the face of trouble or to achieve an instructional goal. The sequential
analysis of these diversions from the typical teacher-student, two-party
interactional structure shows how the presence of two co-teachers is
made salient and utilized in the work of teaching and learning. The
findings indicate that teacher collaboration is not necessarily planned
but rather occurs to meet unforeseen interactional and instructional
needs.
44.
Using Collaboration, Co-Teaching, and Question Answer
Relationships to Enhance Content Area Literacy.
Authors:
Fenty, Nicole S.1 nfenty@binghamton.edu
McDuffie-Landrum, Kim
Fisher, Gary
Source:
Teaching Exceptional Children. Jul/Aug2012, Vol. 44 Issue 6, p28-37.
10p.
Document Type:
Article
Subject Terms:
*TEACHER collaboration
*CONTENT area reading
*SPECIAL education -- Methodology
*LEARNING disabled children -- Education
*INCLUSIVE education
*READING comprehension -- Study & teaching
*LESSON planning
*GROUP work in education
*TEACHING aids & devices
Abstract:
The article discusses cooperation between content area experts in
education, such as special education and general education teachers,
to improve content area literacy and reading proficiency for students
with learning disabilities (LD). Teaching text comprehension through
Question Answer Relationships (QAR) is described, as well as
inclusive education, student achievement, and content acquisition.
Collaborative lesson plans are presented for teaching science,
language arts, and literature, and the article describes implementing
the QAR method using group work in class, educational materials, and
guided practice.