Literaturnachweis - Detailanzeige
| Autor/inn/en | Solis, Michael; Vaughn, Sharon; Swanson, Elizabeth; Mcculley, Lisa |
|---|---|
| Titel | Collaborative Models of Instruction: The Empirical Foundations of Inclusion and Co-Teaching |
| Quelle | In: Psychology in the Schools, 49 (2012) 5, S.498-510 (13 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0033-3085 |
| DOI | 10.1002/pits.21606 |
| Schlagwörter | Disabilities; Evidence; Student Attitudes; School Psychologists; Teacher Attitudes; Outcomes of Education; Inclusion; Team Teaching |
| Abstract | A summary of inclusion and co-teaching syntheses was conducted to better understand the evidence base associated with collaborative models of instruction. Six syntheses were identified: four investigated inclusion, and two investigated co-teaching. Collectively, the syntheses represented 146 studies. The syntheses investigated research on collaborative models; student outcomes; teachers' attitudes, beliefs, and perceptions; and students' perceptions. Common themes of collaborative models were identified across the six syntheses, which included collaborative models; student outcomes; teacher support issues; and attitudes, beliefs, and perceptions of collaborative models. Findings provide an empirical foundation to assist school psychologists in evidence-based decision making. (Contains 3 tables.) (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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