Student Outcomes in Co-Taught Secondary English Classes: How Can We Improve?

Autor/in	Murawski, Wendy W.
Titel	Student Outcomes in Co-Taught Secondary English Classes: How Can We Improve?
Quelle	In: Reading & Writing Quarterly, 22 (2006) 3, S.227-247 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
Schlagwörter	Special Education Teachers; Learning Disabilities; Outcomes of Education; English (Second Language); Secondary Education; Regular and Special Education Relationship; Grade 9; Team Teaching + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Learning handicap; Lernbehinderung; Lernleistung; Schulerfolg; English as second language; English; Second Language; Englisch als Zweitsprache; Sekundarbereich; School year 09; 9. Schuljahr; Schuljahr 09; Teamteaching
Abstract	Co-teaching is a frequently suggested service delivery model for meeting the needs of students with learning disabilities (LD) in an inclusive environment. However, there is currently little empirical research to support these suggestions. In this study, general and special educators at one secondary site taught ninth-grade English in four different conditions (co-teaching, mainstreaming, general education students only, and special education students only). The academic outcomes in reading and writing assessments for students with LD in the co-taught settings were compared to other conditions. Results of the study indicate that teachers who report to be co-teaching may be lacking the components cited in the literature as critical to the success of this endeavor--common planning, parity, and the use of varied instructional models. No significant differences were found between the conditions. Implications of this study and suggestions for future research are provided. (Contains 4 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10