What Do High School Students Think about Co-Teaching in Science Classrooms?

Autor/inn/en	Preston-Smith, Shantha; King-Sears, Margaret E.; Evmenova, Anya S.; Baker, Pamela Hudson
Titel	What Do High School Students Think about Co-Teaching in Science Classrooms?
Quelle	In: Learning Disabilities: A Multidisciplinary Journal, 25 (2020) 1, S.29-43 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-6819
Schlagwörter	High School Students; Students with Disabilities; Learning Disabilities; Student Attitudes; Team Teaching; Science Education; Educational Benefits; Regular and Special Education Relationship + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Disability; Disabilities; Behinderung; Learning handicap; Lernbehinderung; Schülerverhalten; Teamteaching; Naturwissenschaftliche Bildung; Bildungsertrag
Abstract	For graduation, high school students with learning disabilities and other high-incidence disabilities need sufficient science credits. For many students, their success is dependent on how well they learn in co-taught classes. However, students seldom have a voice about co-teaching in science. In this study, high school students with and without learning disabilities and other high-incidence disabilities provided their perspectives about co-taught science classes. Disproportionate stratified random sampling was used to select students from 17 co-taught science classes. Ninety-nine students completed the Co-Teaching Student Questionnaire (CTSQ) about science co-teachers' roles and level of agreement with statements about co-taught instruction. Additionally, students' written responses about co-teaching benefits and suggestions for improvement were analyzed. Results indicated similarities and differences in perceptions from students with and without disabilities. More than half of all students accessed both co-teachers when they needed help, and almost all students agreed the teachers seemed comfortable sharing responsibilities when co-teaching. Students were divided about whether co-teachers distributed tasks evenly. A benefit noted in qualitative themes was having support and help from co-teachers, whereas an improvement was ensuring special educators had sufficient science content knowledge. Implications for practice and future research, including eliciting and using students' perspectives, are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01