Collaborative Inquiry and Vertical Team Teaching: Implications for Literacy Instruction

Autor/inn/en	Ciampa, Katia; Gallagher, Tiffany
Titel	Collaborative Inquiry and Vertical Team Teaching: Implications for Literacy Instruction
Quelle	In: Teacher Educator, 51 (2016) 2, S.153-174 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-8730
DOI	10.1080/08878730.2016.1152156
Schlagwörter	Team Teaching; Literacy; Inquiry; Case Studies; Grade 8; Grade 9; Middle School Teachers; Educational Practices; Teacher Collaboration; Teaching Methods; Sustainability; Performance Factors; Qualitative Research; Semi Structured Interviews; Observation; Instructional Effectiveness; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Teamteaching; Alphabetisierung; Schreib- und Lesefähigkeit; Case study; Fallstudie; Case Study; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Bildungspraxis; Lehrerkooperation; Teaching method; Lehrmethode; Unterrichtsmethode; Nachhaltigkeit; Leistungsindikator; Qualitative Forschung; Beobachtung; Unterrichtserfolg; Ausland; Kanada
Abstract	The purpose of this collective case study was to explore the resultant effects of vertical team teaching and collaborative inquiry on elementary (Grade 8) and secondary (Grade 9) educators' literacy instructional and assessment practices. Key elements of the program included collaborative inquiry and vertical team teaching. The findings of this case study provide professional learning suggestions for teachers, administrators, consultants, support staff, and district and state administrators that aim to improve future transition programs and literacy supports. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01