Professional Development to Support Elementary Mathematics and Co-Teaching Practices: Collaborations between General and Special Education

Autor/inn/en	Harbour, Kristin E.; Livers, Stefanie D.; McDaniel, Sara C.; Gleason, Jim; Barth, Joan M.
Titel	Professional Development to Support Elementary Mathematics and Co-Teaching Practices: Collaborations between General and Special Education
Quelle	In: Mathematics Teacher Education and Development, 24 (2022) 2, S.33-56 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Faculty Development; Teacher Competencies; Mathematics Teachers; Elementary School Teachers; Team Teaching; Regular and Special Education Relationship; Special Education Teachers; Mathematics Instruction; Teacher Collaboration; Program Effectiveness; Pedagogical Content Knowledge; Asynchronous Communication; Knowledge Level; Self Efficacy; Rural Schools + Suchen Sie Ihr Suchwort? Lehrkunst; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Teamteaching; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Mathematics lessons; Mathematikunterricht; Lehrerkooperation; Pädagogische Kompetenz; Wissensbasis; Self-efficacy; Selbstwirksamkeit; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen
Abstract	Professional development is necessary to support and empower teachers in meeting the high stakes demands of mathematics teaching and to ensure equitable, accessible, and high-quality instruction for all students. Using the Interconnected Model of Professional Growth, we designed and implemented a longitudinal, multi-faceted professional development project for teams of elementary general education and special education educators to enhance instruction in their inclusive elementary mathematics classrooms. Focused on high-quality mathematics tasks and co-teaching models, we explored changes in both instructional and collaborative practices. Findings indicated statistically significant increases in educators' mathematics content knowledge and pedagogical content knowledge. Additionally, statistically significant improvements in observed teacher facilitation, student engagement, and co-teaching practices were found. Implications for practice and research are discussed. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: https://mted.merga.net.au/index.php/mted/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01