Teachers’ experiences with co-teaching as a model for inclusive education

Pancsofar, Nadya; Petroff, Jerry G.

doi:10.1080/13603116.2016.1145264

Cited by 58 publications

(67 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Hence, in a professional co-taught classroom, all students may take their benefits from the presence of a second teacher in the Austrian context. The positive effects of efficient and highquality co-teaching were outlined by various authors (Friend et al 2010;Murawski and Lee Swanson 2001;Pancsofar and Petroff 2016;Schwab et al 2015).…”

Section: Discussionmentioning

confidence: 97%

Inclusion and standards achievement: the presence of pupils identified as having special needs as a moderating effect on the national mathematics standards achievements of their classmates

Krammer

Gasteiger‐Klicpera

Holzinger

et al. 2019

International Journal of Inclusive Education

View full text Add to dashboard Cite

This article investigates the relationship between the achievement level of students in classes and the presence of students identified as having special needs in inclusive settings. In particular, it examines whether the presence of students with special educational needs in inclusive classrooms has an effect on the national mathematics standards achievement of their fellow students. In order to do so, the national standard scores of approximately 75,000 fourth graders in mathematics were used as dependent variable in multi-level regression modelling. As independent variables at class level the number of students with special needs and at the individual level socioeconomic , cultural and ethnic background variables were used together with gender and age. Results show only a very small effect of the presence of students with special needs on the national mathematics standard scores of their classmates. The effect can be either positive or negative depending on further class conditions.

show abstract

Section: Discussionmentioning

confidence: 97%

Inclusion and standards achievement: the presence of pupils identified as having special needs as a moderating effect on the national mathematics standards achievements of their classmates

Krammer

Gasteiger‐Klicpera

Holzinger

et al. 2019

International Journal of Inclusive Education

View full text Add to dashboard Cite

show abstract

“…Unexplored is whether the special educator's score may have been impacted by content knowledge. Pancsofar and Petroff (2016) also found professional development expanded co-teachers' use of varied co-teaching models. It may be that even experienced co-teachers would benefit from professional development to increase the use of evidence-based practices (McKenna et al 2015) and varied co-teaching models.…”

Section: Limitations Future Research and Implications For Teachingmentioning

confidence: 91%

“…Each co-teaching model described thus far requires each co-teacher to be actively involved in instructional experiences for SWD and SWOD. However, there are two models typically characterised in the research as one co-teacher holding the primary or lead role for instruction whereas the other co-teacher serves in a more passive role as an observer or assistant (Pancsofar and Petroff 2016;Weiss and Lloyd 2002). Although researchers call for a range of co-teaching models to be used, there is concern when any specific co-teacher is primarily in the observer or assistant role, sometimes considered the supportive role, because of less parity between the co-teachers (Bouck 2007;Harbort et al 2007;Rice and Zigmond 2000).…”

mentioning

confidence: 99%

An exploratory study of self-efficacy, school belongingness, and co-teaching perspectives from middle school students and teachers in a mathematics co-taught classroom

King‐Sears

Strogilos

2018

International Journal of Inclusive Education

View full text Add to dashboard Cite

In this exploratory study, self-rated measures from two co-teachers who taught mathematics to a group of students with and without disabilities were gathered to determine perspectives about their co-teaching experiences. Students also completed three measures. Students and co-teachers agreed that the one-teach, one observe or drift co-teaching model was used most frequently. Although students noted the general educator was the instructional lead, they also believed the special educator provided a valid and valuable role in providing help to all students. All students reported high levels of school belongingness and self-efficacy. Some results matched other researchers' findings that special educators are less frequently the lead teacher, yet our results indicated students appreciated the support received from both co-teachers. Students' reports may have been influenced by their co-teachers' mastery approach to instruction, which emphasised students' individual progress versus a competitive approach. Implications for researchers and coteachers include examining how supportive co-teaching can be transformed to maximise instructional experiences for students, and how positive co-teacher relationships translate to students' sense of belonging and increased self-efficacy.

show abstract

“…Due to this push, and given the context of the accountability era, co-teaching is now a primary role of special education teachers trained in the area of mild disabilities (Friend et al, 2010;Ploessi et al, 2010). Friend, Reising, and Cook (1993) identified five distinct models of co-teaching; however, research has shown that without opportunities to hone this set of knowledge and skills, teachers tend to resort to using one model, whereby the general education teacher is responsible for the class, while the special educator simply provides individualized support for the students with disabilities (Pancsofar & Petroff, 2016). This first objective (participants will demonstrate an understanding of co-planning and co-teaching techniques) was measured using the following five statements regarding each team:…”

Section: Instrumentationmentioning

confidence: 99%

The Effects of Immersive Simulation on Targeted Collaboration Skills among Undergraduates in Special Education

Robbins

Gilbert

Chumney

et al. 2019

TLI

View full text Add to dashboard Cite

The use of immersive simulation as a pedagogical tool has great potential for making a significant impact on student learning in higher education. In this study, the effect of immersive simulation was evaluated for a cohort of undergraduate special education majors. The investigation aimed to determine whether facilitating an immersive co-planning simulation would have an impact on targeted collaboration skills, and also whether vicarious observational learning would occur for students who observed the simulation. Pre-service teachers in special education were evaluated by their peers on their ability to demonstrate knowledge of (1) co-teaching and co-planning, (2) professional communication, and (3) supports for students with disabilities. The results indicate that they did a better job of facilitating a co-planning session after having first practiced doing so via immersive simulation during a previous class session. It was also discovered that vicarious observational learning during immersive simulation positively impacted performance.

show abstract

Teachers’ experiences with co-teaching as a model for inclusive education

Cited by 58 publications

References 18 publications

Inclusion and standards achievement: the presence of pupils identified as having special needs as a moderating effect on the national mathematics standards achievements of their classmates

Inclusion and standards achievement: the presence of pupils identified as having special needs as a moderating effect on the national mathematics standards achievements of their classmates

An exploratory study of self-efficacy, school belongingness, and co-teaching perspectives from middle school students and teachers in a mathematics co-taught classroom

The Effects of Immersive Simulation on Targeted Collaboration Skills among Undergraduates in Special Education

Contact Info

Product

Resources

About