The Impact of Number of Adults on Instruction: Implications for Co-Teaching

Autor/inn/en	Sweigart, Chris A.; Landrum, Timothy J.
Titel	The Impact of Number of Adults on Instruction: Implications for Co-Teaching
Quelle	In: Preventing School Failure, 59 (2015) 1, S.22-29 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
Schlagwörter	Team Teaching; Student Participation; Instructional Effectiveness; Learner Engagement; Inclusion; Observation; Predictor Variables; Socioeconomic Status; Demography; Teaching Methods; Positive Reinforcement; Feedback (Response); Negative Reinforcement; Small Group Instruction; Individual Instruction; Student Behavior; Statistical Analysis; Elementary School Students; Secondary School Students + Suchen Sie Ihr Suchwort? Teamteaching; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Unterrichtserfolg; Inklusion; Beobachtung; Prädiktor; Socio-economic status; Sozioökonomischer Status; Demografie; Teaching method; Lehrmethode; Unterrichtsmethode; Negative Verstärkung; Individuelles Lernen; Student behaviour; Schülerverhalten; Statistische Analyse; Sekundarschüler
Abstract	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 teacher--student 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-teaching as a service delivery model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10