Co-Teaching to Support Early Adolescents' Writing Development in an Inclusive Summer Enrichment Program

Autor/in	Chandler-Olcott, Kelly
Titel	Co-Teaching to Support Early Adolescents' Writing Development in an Inclusive Summer Enrichment Program
Quelle	In: Middle School Journal, 48 (2017) 1, S.3-12 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chandler-Olcott, Kelly)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-0771
DOI	10.1080/00940771.2017.1243916
Schlagwörter	Team Teaching; Summer Programs; Enrichment Activities; Writing (Composition); Professional Development; Inclusion; Grade 9; Adolescents; Teacher Collaboration; Secondary School Teachers; Formative Evaluation; Middle School Teachers; Middle School Students; High School Students + Suchen Sie Ihr Suchwort? Teamteaching; Sommerkurs; Bereicherungsprogramm; Schreibübung; Inklusion; School year 09; 9. Schuljahr; Schuljahr 09; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Lehrerkooperation; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; High school; High schools; Oberschule; Studentin
Abstract	Co-teaching, defined by Friend and Cook (2013) as substantive instruction by two or more professionals of a diverse group of learners in a shared space, has long been a key feature of middle level instruction. This article reports on a four-year formative experiment (Reinking & Bradley, 2008) intended to generate insights to guide teachers' collaborations in service of young adolescents' writing development. The context for the research study was a summer writing program intended to serve as enrichment for rising ninth graders and as professional development for participating teachers, who included both middle and high school practitioners. Findings examine the diverse ways that institute staff collaborated with one another to support students' writing development. As well, implications for further research and practice are offered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01