Analysis of Stakeholder Perceptions of a Clinical Model Involving Co-Teaching and Extended-Field Experiences in an Inclusive Middle-Grades Setting

Autor/inn/en	Ruben, Barbara; Rigelman, Nicole; McParker, Matthew
Titel	Analysis of Stakeholder Perceptions of a Clinical Model Involving Co-Teaching and Extended-Field Experiences in an Inclusive Middle-Grades Setting
Quelle	In: RMLE Online: Research in Middle Level Education, 39 (2016) 6, (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4476
DOI	10.1080/19404476.2016.1171571
Schlagwörter	Team Teaching; Field Experience Programs; Middle School Students; Middle Schools; Qualitative Research; College School Cooperation; Partnerships in Education; Preservice Teachers; Graduate Students; Graduate Study; Middle School Teachers; Stakeholders; Teacher Education; Teacher Education Programs; Special Education; Semi Structured Interviews; Grounded Theory; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Teamteaching; Praxisnahes Lernen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Qualitative Forschung; Hochschulpartnerschaft; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	A qualitative study of the impact of a school-university partnership in which eight teacher candidates from a two-year graduate program were placed together in a poverty level middle school was conducted. Teacher candidates in this particular program receive a master's degree, as well as a teaching license in their content area and special education. Using primarily focus group interviews with school leaders, cooperating teachers in special education and content classrooms, and teacher candidates, we wanted to determine the influence of the partnership on all stakeholders. We read transcripts to identify themes and coded by those themes. Later, we tracked the frequency of responses for each theme. We also examined learning gains data for students on Individual Education Plans (IEPs) and English Language Learners (ELLs) in content rooms in which teacher candidates taught, as well as interviewed a small sampling of middle school students. We found overwhelming support for the partnership across all stakeholders. Most frequently stakeholders noted cooperating teachers' increased ability to meet the needs of students with learning differences in their inclusive classrooms. This research contributes to the literature on the impact of school-university partnerships and co-teaching and on teaching and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01