Improving Instruction in Co-Taught Classrooms to Support Reading Comprehension

Autor/in	Wexler, Jade
Titel	Improving Instruction in Co-Taught Classrooms to Support Reading Comprehension
Quelle	In: Intervention in School and Clinic, 56 (2021) 4, S.195-199 (5 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451220944212
Schlagwörter	Instructional Improvement; Team Teaching; Reading Comprehension; Middle School Teachers; Special Education; Content Area Reading; Students with Disabilities; Learning Disabilities; Faculty Development; Evidence Based Practice + Suchen Sie Ihr Suchwort? Unterrichtsqualität; Teamteaching; Leseverstehen; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Special needs education; Sonderpädagogik; Sonderschulwesen; Sinnerfassendes Lesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung
Abstract	This unique special issue features five articles that provide guidance for middle school special education and general education content-area co-teachers on how to implement enhanced co-teaching models including specialized literacy instruction and best practices for co-teachers (e.g., co-planning; using station teaching to differentiate instruction). The authors of each article were part of a research team that conducted a 2015-2018 development and innovation professional development project funded by the U.S. Department of Education, Institute of Education Sciences, Project CALI (Content Area Literacy Instruction). Project CALI resulted in the development of the CALI professional development designed to provide co-teachers guidance on how to implement a set of evidence-based literacy practices (i.e., the CALI instructional framework) to improve outcomes for students with learning disabilities (LD) in co-taught classes. Authors in this special issue use examples from the CALI professional development to illustrate each practice. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01