A Coaching Partnership: Resource Teachers and Classroom Teachers Teaching Collaboratively in Regular Classrooms

Autor/inn/en	Kirkpatrick, Lori; Searle, Michelle; Smyth, Rachael E.; Specht, Jacqueline
Titel	A Coaching Partnership: Resource Teachers and Classroom Teachers Teaching Collaboratively in Regular Classrooms
Quelle	In: British Journal of Special Education, 47 (2020) 1, S.24-47 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kirkpatrick, Lori) ORCID (Smyth, Rachael E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/1467-8578.12296
Schlagwörter	Coaching (Performance); Teacher Collaboration; Regular and Special Education Relationship; Special Needs Students; Inclusion; Students with Disabilities; Teacher Attitudes; Program Effectiveness; Team Teaching + Suchen Sie Ihr Suchwort? Lehrerkooperation; Sonderpädagogischer Förderbedarf; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrerverhalten; Teamteaching
Abstract	The purpose of this study was to determine how resource teachers (n = 13) and classroom teachers (n = 12) experience a coaching partnership, in which both teachers work in the regular classroom to support students with special educational needs. The focus of the partnerships was to build classroom teacher capacity around inclusionary practices. Classroom teachers and resource teachers completed questionnaires about the partnerships and their impact. Results indicated that both groups of teachers found the partnerships to be valuable. The partnerships were supported by coaching principles, as well as relationship, attitudes, understanding of students, and time spent together. Benefits of the model included increased support for students; increased learning for students; learning of different approaches, for classroom teachers and resource teachers; shared responsibility for students, between classroom and resource teachers; feeling more valued, for resource teachers; and seeing a model of collaboration, for students, teachers and the community. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01