Co-Teaching Is Extra Help and Fun: Perspectives on Co-Teaching from Middle School Students and Co-Teachers

Autor/inn/en	Strogilos, Vasilis; King-Sears, Margaret E.
Titel	Co-Teaching Is Extra Help and Fun: Perspectives on Co-Teaching from Middle School Students and Co-Teachers
Quelle	In: Journal of Research in Special Educational Needs, 19 (2019) 2, S.92-102 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Strogilos, Vasilis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/1471-3802.12427
Schlagwörter	Middle School Students; Team Teaching; Disabilities; Teaching Methods; Student Attitudes; Mathematics Instruction; Science Instruction; Social Studies; Special Education Teachers; Regular and Special Education Relationship; Teacher Attitudes; Teacher Student Relationship; Educational Benefits + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teamteaching; Handicap; Behinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Gemeinschaftskunde; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungsertrag
Abstract	In this interview study, three middle school students with disabilities and seven without disabilities were interviewed about their experiences in a co-taught classroom. Also, data from their co-teachers who taught mathematics, social studies and science were gathered. Both students and teachers reported that co-teaching provides extra help for all students and that co-teachers' positive interactions in the class benefit students' learning and social participation. Although some results matched other researchers' findings that special educators are less frequently the lead teacher, our results indicated that supportive co-teaching can be effective under certain conditions. We call for a deeper examination of the supportive co-teaching model because it can be effective when there is active support provided for all students. As reported by these co-teachers and their students, aspects of parity were evidenced in the relationships between and among the co-teachers and students, even when the general educator led most of the instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01