Beginning Teacher Feedback in the Context of a Co-Taught Inclusion Math Course [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (40th, Greenville, SC, Nov 15-18, 2018).

Autor/in	Glenwerks, Corinne
Titel	Beginning Teacher Feedback in the Context of a Co-Taught Inclusion Math Course [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (40th, Greenville, SC, Nov 15-18, 2018).
Quelle	(2018), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	High School Teachers; Mathematics Teachers; Beginning Teachers; Mathematics Instruction; Feedback (Response); Teacher Evaluation; Peer Evaluation; Team Teaching; Equal Education; Inclusion; Faculty Development; Urban Education + Suchen Sie Ihr Suchwort? High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Junior teacher; Junglehrer; Mathematics lessons; Mathematikunterricht; Teacher appraisal; Lehrerbeurteilung; Teamteaching; Inklusion; Stadtteilbezogenes Lernen
Abstract	As schools turn towards co-teaching models to implement inclusion practices (US Department of Education, 2010), teachers are increasingly being asked to operate with a co-teacher (Scruggs et al., 2007). However, most research on co-teaching remains at the survey level; it does not examine factors that may influence co-teaching relationships over time (Scruggs et al., 2007). This paper seeks to address that gap by examining the feedback a first and second year co-teacher give one another as they teach a high school mathematics course. The question under consideration is: what kinds of feedback may beginning co-teachers offer one another and how may it influence their classroom practice over time? The results of this work contribute to the broader body of co-teaching research by offering insights into a specific case of teacher collaboration. [For the complete proceedings, see ED606531.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01