Behaviors of Teachers in Co-Taught Classes in a Secondary School

Autor/inn/en	Harbort, Gina; Gunter, Philip L.; Hull, Karla; Brown, Queen; Venn, Martha L.; Wiley, Larry P.; Wiley, Ellen W.
Titel	Behaviors of Teachers in Co-Taught Classes in a Secondary School
Quelle	In: Teacher Education and Special Education, 30 (2007) 1, S.13-23 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
Schlagwörter	Special Education Teachers; Teacher Behavior; Team Teaching; Teacher Collaboration; Secondary School Teachers; Regular and Special Education Relationship; High Schools; Public Schools; Teaching Methods; Teacher Student Relationship; Federal Legislation; Science Instruction; Classroom Techniques + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Teacher behaviour; Lehrerverhalten; Teamteaching; Lehrerkooperation; High school; Oberschule; Public school; Öffentliche Schule; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Bundesrecht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Klassenführung
Abstract	Researchers examined roles and actions of members of "co-teaching" teams including a special educator and a regular educator in a public high school. Observational data were collected using momentary time sampling procedures. Results indicated that regular educators presented material to students in 29.93% of observed intervals; special educators presented material in less than 1% of observed intervals. Researchers observed regular educators conducting non-interaction instructional tasks (e.g., preparing for instruction) in 28.33% of the intervals; special educators conducted these tasks in 3.96% of intervals. Special educators observed or drifted in 45.24% of the intervals and responded to students more often (i.e., 29.86% observation intervals) than regular educators. Results are discussed in terms of needed study related to roles of general and special educators as increasing numbers of students with disabilities are expected to master the general curriculum. (Contains 2 figures and 3 tables.) (Author).
Anmerkungen	Teacher Education Division of the Council for Exceptional Children. Available from: Allen Press, Inc. 810 East 10th Street, Lawrence, KS 66044. Tel: 800-627-0629; Web site: http://www.tese.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10