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Autor/inn/en | King-Sears, Margaret E.; Jenkins, Melissa C.; Brawand, Anne |
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Titel | Co-Teaching Perspectives from Middle School Algebra Co-Teachers and Their Students with and without Disabilities |
Quelle | In: International Journal of Inclusive Education, 24 (2020) 4, S.427-442 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1360-3116 |
DOI | 10.1080/13603116.2018.1465134 |
Schlagwörter | Team Teaching; Inclusion; Students with Disabilities; Regular and Special Education Relationship; Middle School Teachers; Middle School Students; Special Education Teachers; Student Attitudes; Teacher Role Teamteaching; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Schülerverhalten; Lehrerrolle |
Abstract | This study features data from middle school Algebra co-teachers and their students with and without disabilities, who completed questionnaires about their co-teaching experiences. Although most students with disabilities believed the general educator was in charge of lessons, students without disabilities also credited the special educator. Most students responded that the special educator or both educators provided support via explanations and help; few students responded that the general educator was the only person who explained things in different ways. Perspectives from the students provide an increased understanding of the importance of the special educator in a valued supportive role versus a subordinate role in this co-taught classroom. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |