Literaturnachweis - Detailanzeige
| Autor/in | Conderman, Greg |
|---|---|
| Titel | Methods for Addressing Conflict in Cotaught Classrooms |
| Quelle | In: Intervention in School and Clinic, 46 (2011) 4, S.221-229 (9 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1053-4512 |
| DOI | 10.1177/1053451210389034 |
| Schlagwörter | Conflict; Disabilities; Conflict Resolution; Team Teaching; Teacher Collaboration; Regular and Special Education Relationship; Interpersonal Relationship; Cooperative Planning; Evaluation Methods; Interpersonal Communication |
| Abstract | As a service delivery option for students with disabilities, coteaching continues to gain popularity. Successful coteaching largely rests upon the compatibility of coteachers. Sometimes conflict may occur when two teachers with different backgrounds and views work closely together. This article focuses on why conflict is inevitable in cotaught classrooms and how coteachers can address conflict professionally. (Contains 1 figure and 3 tables.) (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 | 2017/4/10 |
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