Instruction in Co-Taught Secondary Classrooms: An Exploratory Case Study in Algebra 1

Autor/inn/en	Weiss, Margaret P.; Rodgers, Wendy
Titel	Instruction in Co-Taught Secondary Classrooms: An Exploratory Case Study in Algebra 1
Quelle	In: Journal of the American Academy of Special Education Professionals, (2020), S.119-133 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-7466
Schlagwörter	Team Teaching; Students with Disabilities; Regular and Special Education Relationship; Special Education Teachers; Algebra; Mathematics Instruction; Mathematics Teachers; High School Teachers; Rural Schools; Teacher Collaboration; English Language Learners + Suchen Sie Ihr Suchwort? Teamteaching; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Mathematics; Mathematik; High school; High schools; Oberschule; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Lehrerkooperation
Abstract	Co-teaching is a widely-used service delivery model to support students with disabilities in accessing the general curriculum in the United States. The pairing of a special educator and general educator is meant to produce substantively different instruction than when the general educator teaches alone. Research into these instructional differences is still scarce. In this exploratory case study, we compare the instruction of a co-taught Algebra 1 Part 1 class to the instruction in an Algebra 1 Part 1 class taught by the same math educator alone in a rural high school, including grades nine through twelve. Few instructional differences were found. Implications of our findings and ideas for future research are discussed. (As Provided).
Anmerkungen	American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01