Literaturnachweis - Detailanzeige
| Autor/inn/en | Gersten, Russell; Marks, Susan Unok |
|---|---|
| Titel | Engagement and Disengagement between Special and General Educators: An Application of Miles and Huberman's Cross-Case Analysis. |
| Quelle | In: Learning Disability Quarterly, 21 (1998) 1, S.34-56Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0731-9487 |
| Schlagwörter | Consultation Programs; Disabilities; Elementary Education; Elementary School Teachers; Instructional Effectiveness; Peer Teaching; Regular and Special Education Relationship; Special Education Teachers; Teacher Attitudes; Teacher Collaboration; Teacher Participation; Tutors Fachberatung; Handicap; Behinderung; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Unterrichtserfolg; Peer group teaching; Peer Group Teaching; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrerverhalten; Lehrerkooperation; Förderlehrer; Lehrender; Tutor |
| Abstract | This cross-case analysis examined general education elementary-level teacher engagement with and effectiveness of "coaching," or expert consultation by special educators on effective teaching strategies. Factors resulting in high levels of impact on teaching and high levels of engagement were identified, including emphasis on conceptual understandings, focus on the teacher's perceived needs, and recognition of philosophical differences. (DB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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