Observing Co-Teaching: What to Ask For, Look For, and Listen For

Murawski, Wendy W.; Lochner, Wendy Whitehair

doi:10.1177/1053451210378165

Cited by 71 publications

(76 citation statements)

References 15 publications

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“…Students with disabilities have been reported to have improved academic performance following the implementation of co-teaching in their (mainstream) classrooms (Hang and Rabren 2009). After the instruction, coassessing can bring together alternative views of student evaluation, and co-reflection on lessons allows better improvement of future instruction (Conderman 2011;Murawski and Lochner 2011).…”

Section: Co-teachingmentioning

confidence: 99%

“…In co-teaching, at least two professionals work in the same classroom at the same time (Cook and Friend 1995;Mastropieri et al 2005;Conderman 2011). Some definitions underline the importance of teachers having different qualifications; that is, one teacher could be a classroom teacher and the other a special education teacher (Murawski and Lochner 2011). The Finnish National Core Curriculum (2011) mentions co-teaching under the heading, 'Supporting learning and school attendance'.…”

Section: Introductionmentioning

confidence: 99%

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A one-year study of the development of co-teaching in four Finnish schools

Takala

Uusitalo-Malmivaara

2012

European Journal of Special Needs Education

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In this follow-up study, development of co-teaching was studied in four different schools in Helsinki, Finland. Teachers, altogether 54, 51 and 26, respectively, responded to an electronic questionnaire three times during one year. The attitudes towards co-teaching were positive although the frequency of co-teaching remained low. Co-teaching was seen as a developing mode of teaching and it was said to be suitable for all school subjects. Special teachers and class teachers had the most experience with co-teaching. The majority of respondents cotaught 2-5 lessons per week and that did not change during the follow-up, although monetary incentive was available to those who increased their coteaching during the study period. For class-teachers, another class-teacher was most often the chosen co-teaching partner. Special teachers were frequent coteaching partners for all teachers. The most common reason for not co-teaching was the lack of planning time. However, 15 minutes were considered enough to plan one lesson. The respondents had no education about co-teaching. Receiving more attention was the most often mentioned benefit of co-teaching for the students. Sharing and well-being were regarded as the greatest benefits of coteaching for the teachers. The advantages and obstacles of co-teaching are discussed and some practical advice is given.

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Section: Co-teachingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A one-year study of the development of co-teaching in four Finnish schools

Takala

Uusitalo-Malmivaara

2012

European Journal of Special Needs Education

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“…Common to the many definitions of co‐teaching is an expectation that general and special education teachers work collaboratively within the general education setting to teach students with disabilities and those at risk for academic difficulty (Bauwens, Hourcade & Friend, 1989; Murawski & Lochner, 2011; Sileo, 2011). Although the definition may seem simple enough, implementation of co‐teaching is often operationalized more broadly.…”

mentioning

confidence: 99%

Collaborative models of instruction: The empirical foundations of inclusion and co‐teaching

Solís

Vaughn

Swanson

et al. 2012

Psychology in the Schools

166

116

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Objective The aim of this work was to evaluate whether the treatment effects on magnetic resonance imaging (MRI) markers at the trial level were able to predict the treatment effects on relapse rate in relapsing‐remitting multiple sclerosis. Methods We used a pooled analysis of all the published randomized, placebo‐controlled clinical trials in relapsing‐remitting multiple sclerosis reporting data both on MRI variables and relapses. We extracted data on relapses and on MRI “active” lesions. A regression analysis weighted on trial size and duration was performed to study the relation between the treatment effect on relapses and the treatment effect on MRI lesions. We validated the estimated relation on an independent set of clinical trials satisfying the same inclusion criteria but with a control arm other than placebo. Results A set of 23 randomized, double‐blind, placebo‐controlled trials in relapsing‐remitting multiple sclerosis was identified, for a total of 63 arms, 40 contrasts, and 6,591 patients. A strong correlation was found between the effect on the relapses and the effect on MRI activity. The adjusted R2 value of the weighted regression line was 0.81. The regression equation estimated using the placebo‐controlled trials gave a satisfactory prediction of the treatment effect on relapses when applied to the validation set. Interpretation More than 80% of the variance in the effect on relapses between trials is explained by the variance in MRI effects. Smaller and shorter phase II studies based on MRI lesion end points may give indications also on the effect of the treatment on relapse end points. Ann Neurol 2009;65:268–275

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“…To address these challenges, the instructors spent one week together in the summer building teams and laying plans for the year. Subsequently, they met weekly for planning, decision-making and problem-solving (Murawski and Lochner 2011); they also communicated frequently by email. Another part-time college faculty member provided classroom coaching and meeting facilitation when needed.…”

Section: Description Of Settingmentioning

confidence: 99%

Cross-cultural communities of practice for college readiness

Leonard

2014

Teacher Development

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College readiness is a social construct requiring both student and adult preparedness. This paper used a case study methodology to explore how teaching in an early college program might promote adult college readiness in the instructors. A community of practice, enhanced by a co-teaching model, in two separate high school settings under one early college program, was the unit of analysis. The communities of practice provided a safe place for risk-taking, experimentation and innovation. Semi-structured interviews revealed growth in cross-cultural understanding, content knowledge and contextual skills and knowledge as well as general teaching skills, all of which would contribute to student success in the secondary/postsecondary transition. Self-discovery and self-expression flourished, but concrete changes in identity were minimal and institutional learning was marginal. IntroductionEarly college high schools offer college courses to students who are still in high school with the goal of increasing college readiness. Many employ a learning community approach to support student success (Sperling 2009, 15), where an integrated curriculum and co-teaching with high school and college faculty require close collaboration. Instructors also collaborate across grade levels to increase student promotion. In effect, the early college staff is a community of practice. The purpose of this investigation was to explore how a cross-cultural community of practice approach might develop college readiness for high school and college instructors in an early college program. 1 Conceptual frameworkSimilar to many studies on teacher development, this paper focuses on the venue for development, which was the community of practice. In this case, however, the participants were unusual, in that high school and college faculty worked side by side in a co-teaching situation. This arrangement offered new opportunities for growth and development. Finally, the mingling of participants across the secondary/

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Observing Co-Teaching: What to Ask For, Look For, and Listen For

Abstract: Her research interests are in co-teaching, collaboration, and teacher preparation.

Cited by 71 publications

References 15 publications

A one-year study of the development of co-teaching in four Finnish schools

A one-year study of the development of co-teaching in four Finnish schools

Collaborative models of instruction: The empirical foundations of inclusion and co‐teaching

Cross-cultural communities of practice for college readiness

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