Planning, instructional, and reflective practices of elementary co-teachers
| Author(s) | Josephson, Janet Bertoni | |
| Date Accessioned | 2015-05-19T12:26:47Z | |
| Date Available | 2015-05-19T12:26:47Z | |
| Publication Date | 2014 | |
| Abstract | Co-teaching is an inclusive approach to special education service delivery that involves two teachers who are responsible for planning, instructing, and reflecting on the learning of a shared group of students. Planning, instruction, and reflection are practices known together as the cycle of teaching (Tyler, 1949). Co-teaching research has largely focused on the perceptions of teachers, administrators, and families and the academic and social outcomes for students. There is little research on how co-teachers co-plan, co-instruct, and co-reflect. This multiple-case study described the planning, instructional, and reflection practices of two co-teaching teams. Data sources included semi-structured interviews, classroom observations, and planning and reflection documents of 2 teams of co-teachers. Data were analyzed using theoretical models of how solo-teachers engage in the cycle of teaching (Schumm & Vaughn, 1992; Tyler, 1949). Qualitative analysis of data determined that special education and general education co-teachers have different expectations for co-planning. Additionally, general education teachers take the lead in co-planning. Frequent co-planning allowed the special education co-teacher to play an active role in co-instruction. Co-teachers found it difficult to propose instructional improvements during co-reflection. The implications of these findings are discussed as well as directions for future research. | en_US |
| Advisor | Ritchey, Kristen D. | |
| Degree | Ph.D. | |
| Department | University of Delaware, School of Education | |
| Unique Identifier | 909369871 | |
| URL | http://udspace.udel.edu/handle/19716/16754 | |
| Publisher | University of Delaware | en_US |
| URI | http://search.proquest.com/docview/1622869819?accountid=10457 | |
| dc.subject.lcsh | Education, Elementary -- New York (State) -- New York. | |
| dc.subject.lcsh | Teaching teams -- New York (State) -- New York -- Case studies. | |
| dc.subject.lcsh | Public schools -- New York (State) -- New York. | |
| dc.subject.lcsh | Lesson planning -- New York (State) -- New York -- Case studies. | |
| Title | Planning, instructional, and reflective practices of elementary co-teachers | en_US |
| Type | Thesis | en_US |