Benefits of Co-Teaching in Secondary Mathematics Classes

Magiera, Kathleen; Smith, Cynthia; Zigmond, Naomi; Gebauer, Kelli

doi:10.1177/004005990503700303

Cited by 75 publications

(39 citation statements)

References 1 publication

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“…Our review of co-teaching literature confirmed an over reliance on the one teach, one assist model of co-teaching (see Dieker, 2001;Harbort et al, 2007;Keefe & Moore, 2004;Magiera, Smith, Zigmond, & Gerbauer, 2005;Morocco & Aguilar, 2002;Rice & Zigmond, 2000;Scruggs et al, 2007;Weiss & Lloyd, 2002) when teachers were left to implement co-teaching without guidance. In this study, the results for increasing the number of models in practice for each lesson were mixed.…”

Section: Co-teaching Modelssupporting

confidence: 59%

eCoaching: The Effects on Co-Teachers’ Planning and Instruction

Ploessl

Rock

2014

Teacher Education and Special Education: The Journal of the Tea

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Abstract:Although co-teaching has become a popular approach to special education service provision in inclusive classrooms, practitioners have struggled to carry it out well. One suggestion for improvement has been to provide co-teachers with training that includes coaching. In this study, we used single-case (ABAB) withdrawal design, to investigate the effects of eCoaching, delivered through online bug-in-ear technology, on co-teachers as they planned and carried out co-teaching. Participants included three co-teaching dyads (n = 6); each comprised of one general and one special educator. Visual inspection of graphed data along with quantitative analysis (i.e., percentage of non-overlapping data) confirmed that eCoaching increased participants' use of varied co-teaching models and student-specific accommodations, while coteachers' interviews and students' time samples verified social validity. Taken together, these findings lead to better understanding of the benefits and limitations of eCoaching with coteachers.Keywords: eCoaching | bug in ear | co-teaching | professional development | planning and instruction | teacher preparation policy/service delivery Article:

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Section: Co-teaching Modelssupporting

confidence: 59%

eCoaching: The Effects on Co-Teachers’ Planning and Instruction

Ploessl

Rock

2014

Teacher Education and Special Education: The Journal of the Tea

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“…A second example of recent research on co-teaching exploring roles and relationships is found in Magiera and her colleagues' middle school observational study considering the additive benefit of a co-taught class over a single-teacher class (Magiera, Smith, Zigmond, & Gebaner, 2005). Using time sampling methodology, the researchers found that general education teachers spent significantly less time interacting with students with disabilities when a special educator was present in the classroom.…”

Section: Professional Roles and Relationshipsmentioning

confidence: 99%

Co-Teaching: An Illustration of the Complexity of Collaboration in Special Education

Friend

Cook

Hurley-Chamberlain

et al. 2010

Journal of Educational and Psychological Consultation

472

369

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Although collaboration among service providers has been a hallmark of special education almost since its inception, co-teaching, the sharing of instruction by a general education teacher and a special education teacher or another specialist in a general education class that includes students with disabilities, is a relatively recent application. As a result of recent federal legislation and related policy changes, co-teaching has evolved rapidly as a strategy for ensuring that these students have access to the same curriculum as other students while still receiving the specialized instruction to which they are entitled.Despite considerable enthusiasm expressed by those who write about co-teaching and those who implement it, co-teaching illustrates the complexity of conceptualizing and studying collaboration in special education. Most inquiry on co-teaching has emphasized co-teachers' roles and relationships or program logistics rather than demonstrating its impact on student achievement and other key outcomes, and far more literature exists describing coteaching and offering advice about it than carefully studying it.Contributing to the admittedly equivocal evidence base for co-teaching are factors such as the still emerging understanding of this special education service delivery vehicle, inconsistencies in definitions and implementation, lack of professional preparation, Correspondence should be sent to Marilyn Friend,

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“…This theme also encompasses instructional processes such as peer assisted teaching and cooperative learning (e.g., Greenwood & Delquadri, 1995;McMaster, Fuchs, & Fuchs, 2006) and the ways in which special and general educators work together in the same classroom (e. g., Magiera, Smith, Zigmond, & Gebauer, 2006;Pugach & Johnson, 1995).…”

Section: Classroom Based Studies Of Inclusive Educationmentioning

confidence: 99%

Chapter 3: Learning in Inclusive Education Research: Re-mediating Theory and Methods With a Transformative Agenda

Artiles

Kozleski

Dorn

et al. 2006

Review of Research in Education

139

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In theory, inclusive education is about all students and focuses on student presence, participation, acceptance, and achievement. In practice, inclusive education is multiplicity of discourses and practices. Historically, inclusive education is situated within waves of evolution.The first wave saw the establishment of general rights for children with disabilities, but some children-especially those with behavioral problems and severe intellectual disabilitiesremained unrecognized outsiders in schools and school communities. Subsequent waves of inclusive education have had differential impacts in developed and developing countries.A review of primarily U.S. and British inclusive education research at the school and classroom levels identified four shortcomings: inclusive education theory has outpaced its practice; inclusive education research ignores the influences of globalization forces; inclusive education theorization lacks conceptual clarity; and a substantial gap between the views of learning that informs research conducted either at the classroom level or the school level. In addition, views of learning in classroom and school based studies rely on different theoretical stipulations. Lack of cross-fertilization between classroom-and school-based inclusive education research is a missed opportunity for enriching this emerging knowledge base. Recommended is a re-mediation in the relationship between researchers and their work with theories that offer a systematic understanding of the cultural and political nature of learning. Learning in Inclusive Education Research 3Learning in Inclusive Education Research: Re-Mediating Theory and Methods with a Transformative AgendaInclusive education is a highly visible yet contentious notion in contemporary education reform due to conceptual, historical, and pragmatic reasons. From a conceptual perspective, the definition of inclusion is still debated, ranging from physical placement in general education classrooms to the transformation of entire educational systems. However, inclusive education tends to be defined in many professional and popular contexts as merely the placement of a student with disabilities in mainstream programs alongside nondisabled individuals. But even when inclusion is defined in such simplistic terms, the evidence suggests where a student with disabilities is educated has important correlates. For instance, a study of 11,000 students in the U.S. shows that students with disabilities who spend more time in general education classrooms tend to be absent less, perform closer to grade level than their peers in pull-out settings, and have higher achievement test scores (Blackorby et al., 2005). On the other hand, in the same study students with disabilities generally perform more poorly than their same grade peers without disabilities. In particular, unlike students with learning and sensory disabilities, students with mental retardation and autism cluster around the low end of standardized achievement tests.While some differences in outcomes...

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Benefits of Co-Teaching in Secondary Mathematics Classes

Cited by 75 publications

References 1 publication

eCoaching: The Effects on Co-Teachers’ Planning and Instruction

eCoaching: The Effects on Co-Teachers’ Planning and Instruction

Co-Teaching: An Illustration of the Complexity of Collaboration in Special Education

Chapter 3: Learning in Inclusive Education Research: Re-mediating Theory and Methods With a Transformative Agenda

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