Keeping up with the Class: A Critical Discourse Analysis of Teacher Interactions in a Co-Teaching Context

Autor/in	Ashton, Jennifer Randhare
Titel	Keeping up with the Class: A Critical Discourse Analysis of Teacher Interactions in a Co-Teaching Context
Quelle	In: Classroom Discourse, 7 (2016) 1, S.1-17 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-3014
DOI	10.1080/19463014.2015.1077717
Schlagwörter	Discourse Analysis; Team Teaching; Disadvantaged; General Education; Middle School Teachers; Inclusion; Disabilities; Interaction; Teaching Methods; Equal Education; Middle School Students; Educational Research; Special Needs Students; Student Needs; Case Studies; Geometry; Mathematics Instruction; Special Education Teachers; Qualitative Research; Teacher Attitudes; Interviews; Observation; New York + Suchen Sie Ihr Suchwort? Diskursanalyse; Teamteaching; Allgemein bildendes Schulwesen; Allgemeinbildung; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Inklusion; Handicap; Behinderung; Interaktion; Teaching method; Lehrmethode; Unterrichtsmethode; Student; Students; Schüler; Schülerin; Bildungsforschung; Pädagogische Forschung; Sonderpädagogischer Förderbedarf; Case study; Fallstudie; Case Study; Geometrie; Mathematics lessons; Mathematikunterricht; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Qualitative Forschung; Lehrerverhalten; Interviewing; Interviewtechnik; Beobachtung
Abstract	Co-teaching is a model of inclusive instruction that has become increasingly popular throughout schools as a way to meet the needs of students with disabilities in general education settings. Despite being the focus of significant educational research for more than two decades, traditional deficit discourses of disability persist in educational settings and have been found to impede inclusive education efforts. This study draws from the critical theoretical field of Disability Studies in Education (DSE) and methodological foundations of Critical Discourse Analysis (CDA) to analyse the discursive interactions of two middle school co-teachers in a nominally inclusive context. Findings suggest that pedagogy and interactions with students privileged "keeping up" with the pace of the standardised general education curriculum, which resulted in inequity and marginalisation of students with disabilities in the co-taught classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01