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Journal articles on the topic 'Co-Taught'

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Published: 4 June 2021
Last updated: 11 February 2022

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1

Adams, Lois, and Kay Cessna. "Metaphors of the Co-Taught Classroom." Preventing School Failure: Alternative Education for Children and Youth 37, no. 4 (1993): 28–31. http://dx.doi.org/10.1080/1045988x.1993.9944615.

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2

Strogilos, Vasilis, and Elias Avramidis. "Teaching experiences of students with special educational needs in co-taught and non-co-taught classes." Journal of Research in Special Educational Needs 16, no. 1 (2013): 24–33. http://dx.doi.org/10.1111/1471-3802.12052.

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3

King‐Sears, Margaret E., Anne Brawand, and Todd M. Johnson. "Acquiring Feedback from Students in Co‐Taught Classes." Support for Learning 34, no. 3 (2019): 312–25. http://dx.doi.org/10.1111/1467-9604.12262.

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4

Johnson, Todd M., and Margaret E. King-Sears. "Eliciting Students’ Perspectives About Their Co-Teaching Experiences." Intervention in School and Clinic 56, no. 1 (2020): 51–55. http://dx.doi.org/10.1177/1053451220910732.

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This column explores the value of eliciting perspectives from students with and without disabilities about their experiences in co-taught settings. Research focused on co-teaching and eliciting feedback from co-taught students is identified. Interviews, surveys, and exit slips are described as ways co-teachers can acquire feedback from students, which can also promote students’ reflective skills. Attention is given to the important link between co-teachers acquiring and using students’ feedback to enact meaningful changes in co-taught instruction.
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McDuffie, Kimberly A., Margo A. Mastropieri, and Thomas E. Scruggs. "Differential Effects of Peer Tutoring in Co-Taught and Non-Co-Taught Classes: Results for Content Learning and Student-Teacher Interactions." Exceptional Children 75, no. 4 (2009): 493–510. http://dx.doi.org/10.1177/001440290907500406.

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6

Krawitz, Roy, and Wendy Jackson. "Consumer-Clinician Co-Taught Training About Borderline Personality Disorder." Australasian Psychiatry 16, no. 5 (2008): 333–35. http://dx.doi.org/10.1080/10398560802029837.

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Objective: The aim of this paper is to provide further outcome data on a novel consumer-clinician co-taught borderline personality disorder training program. Method: Participants (n=216) who attended consumer-clinician co-taught borderline personality disorder training had their ratings of the training compared to ratings of participants who attended the previous clinician-only borderline personality disorder training. Results: Mean training ratings of the consumer-clinician co-taught borderline personality disorder trainings were 37 percentile points higher (77th vs 40th percentile) than the ratings of the previous clinician-only borderline personality disorder training, which already had evidence of effectiveness. Conclusion: Data confirm preliminary findings that adding a consumer-presenter to training adds considerable value.
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7

Lochner, Wendy Whitehair, Wendy W. Murawski, and Jaime True Daley. "The Effect of Co-teaching on Student Cognitive Engagement." Theory & Practice in Rural Education 9, no. 2 (2019): 6–19. http://dx.doi.org/10.3776/tpre.2019.v9n2p6-19.

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Delivering special education to students with disabilities requires highly prepared and collaborative teachers, inclusive learning environments, and strategies that promote cognitive engagement, but many students lack access to these necessities. In rural schools teacher shortages and traditional teaching methods may contribute to disengagement. Some rural districts have turned to co-teaching to disrupt this pattern of inequity. Effective co-teaching between two highly prepared teachers in a general education setting offers students the opportunity to be included and may improve engagement for all students. To investigate the relationship between co-teaching and student cognitive engagement, this study observed teachers in eight rural secondary schools in West Virginia to evaluate differences in student cognitive engagement in co-taught versus solo-taught classrooms. Four district personnel were trained on both cognitive engagement strategies and co-teaching approaches and collected observational data. The Instructional Practices Inventory was used during short walk-throughs to measure cognitive engagement during 701 solo-taught and 181 co-taught observations. Observations occurred in 5th- through 12th-grade classes in reading, mathematics, science, and social studies throughout one full school year. Statistical tests compared mean engagement scores across the different models of instruction. Results indicated that students in co-taught classrooms were more cognitively engaged than students in solo-taught classrooms. These results suggest the need for increased professional development for teams to move beyond the one teach, one support model of co-teaching, additional research on cognitive engagement and co-teaching, and teacher preparation programs to include more examples of, and training in, quality co-teaching models.
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8

Rodgers, Wendy J., and Margaret P. Weiss. "Specially Designed Instruction in Secondary Co-Taught Mathematics Courses." TEACHING Exceptional Children 51, no. 4 (2019): 276–85. http://dx.doi.org/10.1177/0040059919826546.

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9

Strieker, Toni S., Woong Lim, David Rosengrant, and Marcia Wright. "Promising Practices in Coaching Co-taught Preservice Clinical Experiences." ATHENS JOURNAL OF EDUCATION 7, no. 1 (2019): 9–30. http://dx.doi.org/10.30958/aje.7-1-1.

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10

Conderman, Greg, and Lisa Liberty. "Establishing Parity in Middle and Secondary Co-taught Classrooms." Clearing House: A Journal of Educational Strategies, Issues and Ideas 91, no. 6 (2018): 222–28. http://dx.doi.org/10.1080/00098655.2018.1524358.

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11

Van Den Berg, Christopher. "Theory and Water: A Co-taught Undergraduate Course (“Political Rhetoric”)." Classical World 108, no. 2 (2015): 243–54. http://dx.doi.org/10.1353/clw.2015.0002.

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12

Rytivaara, Anna. "Collaborative classroom management in a co-taught primary school classroom." International Journal of Educational Research 53 (January 2012): 182–91. http://dx.doi.org/10.1016/j.ijer.2012.03.008.

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13

Magiera, Kathleen, and Naomi Zigmond. "Co-Teaching in Middle School Classrooms Under Routine Conditions: Does the Instructional Experience Differ for Students with Disabilities in Co-Taught and Solo-Taught Classes?" Learning Disabilities Research and Practice 20, no. 2 (2005): 79–85. http://dx.doi.org/10.1111/j.1540-5826.2005.00123.x.

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14

Case-Smith, Jane, Terri Holland, and Susan White. "Effectiveness of a Co-Taught Handwriting Program For First Grade Students." Physical & Occupational Therapy In Pediatrics 34, no. 1 (2013): 30–43. http://dx.doi.org/10.3109/01942638.2013.783898.

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15

Krawitz, Roy, and Wendy Jackson. "Consumer?clinician co-taught borderline personality disorder training: A pilot evaluation." International Journal of Mental Health Nursing 16, no. 5 (2007): 360–64. http://dx.doi.org/10.1111/j.1447-0349.2007.00486.x.

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16

Kamens, Michele Wilson, and Diane Casale‐Giannola. "The role of the student teacher in the co‐taught classroom." Teacher Educator 40, no. 1 (2004): 17–32. http://dx.doi.org/10.1080/08878730409555349.

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17

Hedin, Laura R., Greg Conderman, Lydia Gerzel-Short, and Lisa Liberty. "Specially Designed Instruction in Middle and High School Co-taught Classrooms." Clearing House: A Journal of Educational Strategies, Issues and Ideas 93, no. 6 (2020): 298–305. http://dx.doi.org/10.1080/00098655.2020.1812492.

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18

Harbort, Gina, Philip L. Gunter, Karla Hull, et al. "Behaviors of Teachers in Co-taught Classes in a Secondary School." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 30, no. 1 (2007): 13–23. http://dx.doi.org/10.1177/088840640703000102.

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Conderman, Greg, and Laura Hedin. "Differentiating instruction in co-taught classrooms for students with emotional/behaviour difficulties." Emotional and Behavioural Difficulties 20, no. 4 (2014): 349–61. http://dx.doi.org/10.1080/13632752.2014.976918.

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20

Murawski, Wendy W. "Student Outcomes in Co-Taught Secondary English Classes: How Can We Improve?" Reading & Writing Quarterly 22, no. 3 (2006): 227–47. http://dx.doi.org/10.1080/10573560500455703.

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21

Curtis, Robert A. "The Success of Hyperrational Utility Maximizers in Iterated Prisoner's Dilemma: A Response to Sobel." Dialogue 28, no. 2 (1989): 265–74. http://dx.doi.org/10.1017/s0012217300015766.

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Several recent commentators have suggested that for fully rational agents who find themselves in iterated prisoner's dilemmas of indefinite length, co-operation is the rational strategy. Their argument is that these fully rational agents can be taught, through the co-operative actions of other agents, to bypass the dominant move of noncooperation and co-operate instead. The proponents of the “teaching strategy” seem to have ignored the compelling argument of Jordan Howard Sobel. While the teaching argument may work for agents who are less than purely rational, Sobel has pointed out that hyperrational utility maximizers cannot be taught; they reason deductively, not inductively, as the “teaching argument” requires.
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22

Boland, Dalal E., Khalifa B. Alkhalifa, and Mohammad A. Al-Mutairi. "Co-Teaching in EFL Classroom: The Promising Model." English Language Teaching 12, no. 12 (2019): 95. http://dx.doi.org/10.5539/elt.v12n12p95.

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The research aimed to examine whether co-teaching in EFL classrooms could have positive impacts on students’ learning outcomes and their overall academic performance, including the improvement of the four language skills (listening, speaking, reading and writing). The experiment of the study was conducted throughout the summer course of 2018 for six weeks at the College of Basic Education with a class of 24 female students. The classes were held every day for one hour and twenty minutes. A simultaneous comparison between two classrooms was conducted in which one class was taught by a single instructor (the control group), and the other class was based on co-teaching (the experimental group). The two groups were taught by Khalifa AlKhalifa and Dalal Boland who acted as “one brain in two bodies” in their EFL classroom. Numerous sittings took place before each class to discuss how the lesson was to be divided between them and to reach an agreement on several matters, such as which instructor would deliver the lesson, which activities were to be solved, and how the second instructor would be beneficial in providing support and assistance to students throughout the entire class period.
 
 Moreover, both instructors established goals and objectives for every lesson and made sure that students meet those objectives by the end of every class period. Well-established plans and ideas on how to grasp those targets were agreed upon throughout the implementation of different materials to cover the content of the syllabus. After the summer semester came to an end and when the class average of both classes was compared, the results proved that the students who were in a co-taught classroom showed a significant improvement in their academic performance, whereas students who were taught solely by one instructor showed less improvement in their overall academic skills. This shows that well-planned co-teaching programs could lead to better student support within classroom settings, which consequently leads to improved EFL learning.
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23

McKenna, John William, Colin Muething, Andrea Flower, Diane Pedrotty Bryant, and Brian Bryant. "Use and relationships among effective practices in co-taught inclusive high school classrooms." International Journal of Inclusive Education 19, no. 1 (2014): 53–70. http://dx.doi.org/10.1080/13603116.2014.906665.

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24

Wagner, Åse Kari Hansen, Atle Skaftun, and Erin M. McTigue. "Literacy practices in co-taught early years classrooms. Study protocol: The seaside case." Nordic Journal of Literacy Research 6, no. 4 (2021): 70. http://dx.doi.org/10.23865/njlr.v6.2212.

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25

Conklin, Marie, and Dharma Jairam. "The Effects of Co-Teaching Zones of Regulation on Elementary Students’ Social, Emotional, and Academic Risk Behaviors." Advanced Journal of Social Science 8, no. 1 (2021): 171–92. http://dx.doi.org/10.21467/ajss.8.1.171-192.

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Student misbehavior is a significant concern in the current classroom. Teachers nationwide have implemented several approaches to reduce student misbehavior, including School-wide Positive Behavior Interventions and Supports (PBIS) and co-teaching. However, since misbehaver still disrupts learning, research is still needed to find a classroom intervention that will reduce misbehavior in a classroom to prevent students from under achieving, disruption of peers’ learning and teacher burnout. Zones of Regulation focuses on self-regulation, while addressing sensory processing, executive functioning, and emotional regulation. This experimental study tested the effects of co-taught Zones of Regulation on students’ Social, Academic, and Emotional Behavior Risk Screener (SAEBRS). Fifty-six early elementary students (48% female) were assigned randomly to either the experimental group, which received co-taught direct instruction with Zones of Regulation or the control group, which received standard instruction with a morning meeting. It was predicted that the experimental group would score higher on the SAEBRS than the control group. Although results showed no statistical difference on the SAEBRS scores between the two groups, more students in the experimental group moved from “at risk” to “not at risk”. This study suggests additional research needs to be conducted to determine if co-taught Zones of Regulation instruction is an effective intervention for reducing misbehavior.
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26

Vogt, Susanne S., and Christina Kauschke. "With Some Help From Others' Hands: Iconic Gesture Helps Semantic Learning in Children With Specific Language Impairment." Journal of Speech, Language, and Hearing Research 60, no. 11 (2017): 3213–25. http://dx.doi.org/10.1044/2017_jslhr-l-17-0004.

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Purpose Semantic learning under 2 co-speech gesture conditions was investigated in children with specific language impairment (SLI) and typically developing (TD) children. Learning was analyzed between conditions. Method Twenty children with SLI (aged 4 years), 20 TD children matched for age, and 20 TD children matched for language scores were taught rare nouns and verbs. Children heard the target words while seeing either iconic gestures illustrating a property of the referent or a control gesture focusing children's attention on the word. Following training, children were asked to define the words' meaning. Responses were coded for semantic information provided on each word. Results Performance of the SLI and age-matched groups proved superior to that of the language-matched group. Overall, children defined more words taught with iconic gestures than words taught with attention-getting gestures. However, only children with SLI, but not TD children, provided more semantic information on each word taught with iconic gestures. Performance did not differ in terms of word class. Conclusions Results suggest that iconic co-speech gestures help both children with and without SLI learn new words but, in particular, assist children with SLI understand and reflect the words' meaning.
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Palmér, Hanna. "When Students’ and Teachers’ Views on Good Mathematics Teaching Limit Co-teaching in Mathematics." Education, Language and Sociology Research 1, no. 2 (2020): p66. http://dx.doi.org/10.22158/elsr.v1n2p66.

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The empirical material in this paper is from a Swedish upper secondary school where the mathematics lessons over the last two years have been co-taught. Co-teaching implies that two teachers are most often present in the classrooms during the mathematics lessons. Despite this additional support, students’ performance in mathematics remained low and this is why a professional development program was initiated. The aim of the professional development program was to find new ways to increase the number of approved students. At the start of this professional development program, classroom observations and a questionnaire were conducted with teachers and students. The results indicate that teachers’ and students’ views on good mathematics teaching became a limitation for the design of the co-taught lessons. Thus, to increase the number of approved students, teachers’ and students’ views on good mathematics teaching ought to be the focus of the professional development program.
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Strogilos, Vasilis, Eleni Tragoulia, and Maria Kaila. "Curriculum issues and benefits in supportive co-taught classes for students with intellectual disabilities." International Journal of Developmental Disabilities 61, no. 1 (2013): 32–40. http://dx.doi.org/10.1179/2047387713y.0000000031.

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Stefanidis, Abraham, and Vasilis Strogilos. "Union gives strength: mainstream and special education teachers’ responsibilities in inclusive co-taught classrooms." Educational Studies 41, no. 4 (2015): 393–413. http://dx.doi.org/10.1080/03055698.2015.1018872.

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30

Zigmond, Naomi. "Reading and Writing in Co-Taught Secondary School Social Studies Classrooms: A Reality Check." Reading & Writing Quarterly 22, no. 3 (2006): 249–68. http://dx.doi.org/10.1080/10573560500455711.

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Bielefeldt, Angela R., Nathan Canney, Christopher Swan, and Daniel W. Knight. "Contributions of Learning through Service to the Ethics Education of Engineering Students." International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship 11, no. 2 (2016): 1–17. http://dx.doi.org/10.24908/ijsle.v11i2.6392.

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Previous studies have found that engineering students can learn about ethics, both microethical and macroethical, through service-learning courses and co-curricular community engagements. This research has sought to generate a national picture through survey responses of how ethical issues are taught in these settings. Based on survey results, individuals who taught courses that included service-learning (n=160) incorporated a median of 8 ethical topics. Among co-curricular engineering service groups like Engineers Without Borders, a median of 7 ethical topics were incorporated. Microethical topics were more common in service-learning courses compared to co-curricular activities. A smaller percentage of co-curricular activities such as professional societies (39%), honor societies (39%), and design competitions (21%) indicated that students learned about ethics through working with communities. A range of teaching methods complemented the community engagement activities, with discussions and lectures used in over half of all learning through service settings. Assessment of students’ learning on ethical topics was nearly universal in service-learning courses (94%), but uncommon in co-curricular engineering service settings (less than 14%). These results provide ideas on ethics topics that can be infused into community engagement activities, complemented by various teaching and assessment methods.
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Strogilos, Vasilis, and Eleni Tragoulia. "Inclusive and collaborative practices in co-taught classrooms: Roles and responsibilities for teachers and parents." Teaching and Teacher Education 35 (October 2013): 81–91. http://dx.doi.org/10.1016/j.tate.2013.06.001.

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33

Moin, Laura J., Kathleen Magiera, and Naomi Zigmond. "INSTRUCTIONAL ACTIVITIES AND GROUP WORK IN THE US INCLUSIVE HIGH SCHOOL CO-TAUGHT SCIENCE CLASS." International Journal of Science and Mathematics Education 7, no. 4 (2008): 677–97. http://dx.doi.org/10.1007/s10763-008-9133-z.

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Irgaliyeva, G., and R. Bantel. "UNIVERSITY ENGLISH COMMUNICATIVE LANGUAGE TEACHING: A KAZAKHSTANI AND AMERICAN CO-TEACHING EXPERIENCE." BULLETIN Series of Pedagogical Sciences 65, no. 1 (2020): 120–25. http://dx.doi.org/10.51889/2020-1.1728-5496.21.

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The co-teaching experience of Kazakhstani and American university English as a Foreign Language Instructors is described. The instructors taught intermediate level integrated English at Zhangir Khan West Kazakhstan Agrarian-Technical University in Uralsk, Kazakhstan using communicative language methodology. The two teachers were able to tap into each other’s expertise. The students benefited by having two instructional professionals who could bring different perspectives and backgrounds to the classroom. Since Ms. Irgaliyeva was closer in age to the students and more in touch with their particular interests and concerns, she selected specific material to attract their attention. Dr. Bantel, as a native English speaker, could teach American idioms, provide pronunciation instruction and offer cultural information and a global perspective gleaned from having taught English at universities in the US and 10 other countries abroad.
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King-Sears, Margaret E., and Todd M. Johnson. "Universal Design for Learning Chemistry Instruction for Students With and Without Learning Disabilities." Remedial and Special Education 41, no. 4 (2020): 207–18. http://dx.doi.org/10.1177/0741932519862608.

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Students with and without learning disabilities in high school chemistry classes, either co-taught or self-contained, received instruction on calculating molar conversions using universal design for learning (UDL) or business-as-usual techniques. For Study 1, posttest scores of students with and without learning disabilities (LD) in co-taught classes who received the UDL treatment are compared with peers’ scores in the comparison group. For Study 2, posttest scores from students with LD who received UDL treatment in a self-contained special education class are reported. Students in the UDL treatment scored significantly higher on posttests than comparison group peers in Study 1. Mean scores for students with LD in Study 2 were similar to UDL students in Study 1. Social validity feedback on the UDL instruction was positive. Implications for UDL chemistry instruction and future research are described.
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Weiss, Margaret P., and Holly Glaser. "Instruction in Co-Teaching in the Age of Endrew F." Behavior Modification 45, no. 1 (2019): 39–65. http://dx.doi.org/10.1177/0145445519836071.

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The recent Supreme Court decision in Endrew F. v. Douglas County School District focused attention on outcomes for students with disabilities. It is not just about participating; it is about the instruction and outcomes from those services. Co-teaching is a prevalent service delivery model for students with disabilities who access the general curriculum. Much has been written about co-teaching but not necessarily about the instruction that takes place in a co-taught classroom. In this case study, we present a preliminary investigation of a conceptual model for instruction in co-teaching. We report teacher and student behavior change as well as contextual variables that had an impact on implementation.
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Puddin, Azli, and Badaruddin Ibrahim. "‘SILAT OLAHRAGA’ MODULE FRAMEWORK FOR PRIMARY SCHOOL TOWARD STUDENTS COMPETENCY IN SILAT." Humanities & Social Sciences Reviews 7, no. 3 (2019): 405–11. http://dx.doi.org/10.18510/hssr.2019.7359.

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Purpose of Study: Silat is one of the primary school co-curricular activities. This co-curricular activity is informal in nature and learned outside school hours. Normally these silat activities are taught by the association of silat which is within the confines of the community. In this regard, the syllabus taught is non-standard because it could not assess the level of competency of students for their psychomotor, cognitive and affective domain.
 Methodology: This study is to establish a curriculum module silatolahraga in primary school by using development curriculum (DACUM) approach
 Results: This study developed a curriculum module that can be used in primary school that capable of measuring student competency in ‘silatolahraga’.
 Implications/Applications: The formation of this module considered the establishment of effective content and meeting the competency of primary school students mainly in terms of psychomotor, affective and cognitive.
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King-Sears, Margaret E., Abraham Stefanidis, and Anne Brawand. "Barriers to the implementation of specialized reading instruction in secondary co-taught classrooms: an exploratory study." Teachers and Teaching 25, no. 4 (2019): 434–52. http://dx.doi.org/10.1080/13540602.2019.1627311.

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Pufpaff, Lisa A., and Nina Yssel. "Effects of a 6-week, co-taught literacy unit on preservice special educators' literacy-education knowledge." Psychology in the Schools 47, no. 5 (2010): 493–500. http://dx.doi.org/10.1002/pits.20485.

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Strogilos, Vasilis, Eleni Tragoulia, Elias Avramidis, Anastasia Voulagka, and Vasiliki Papanikolaou. "Understanding the development of differentiated instruction for students with and without disabilities in co-taught classrooms." Disability & Society 32, no. 8 (2017): 1216–38. http://dx.doi.org/10.1080/09687599.2017.1352488.

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Weiss, Margaret P., and John Wills Lloyd. "Congruence Between Roles and Actions of Secondary Special Educators in Co-Taught and Special Education Settings." Journal of Special Education 36, no. 2 (2002): 58–68. http://dx.doi.org/10.1177/00224669020360020101.

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42

Moraga, Cherrie, and Barbara Smith. "Lesbian Literature: A Third World Feminist Perspective." Radical Teacher 100 (October 9, 2014): 92–96. http://dx.doi.org/10.5195/rt.2014.163.

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"A Baseline From Which to Build a Political Understanding: The Background and Goals of the Course."Barbara Smith: I'd taught Black women's literature, interdisciplinary courses on Black women and talked about Lesbianism as an "out" lesbian in my "Introduction to Women's Studies" courses, but I really wanted to do a Lesbian lit course. Lesbian literature had never been offered by the Women's Studies program at the University of Massachusetts in Boston, although the program is almost ten years old. There was a gay literature course that had been co-taught by a gay man and a lesbian, but its orientation was quite a bit different from what I had in mind.
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Wang, Yang, and Qingtang Liu. "Effects of Game-Based Teaching on Primary Students' Dance Learning." International Journal of Game-Based Learning 10, no. 1 (2020): 19–36. http://dx.doi.org/10.4018/ijgbl.2020010102.

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The article explored the effects of game-based teaching on primary student dance teaching and learning. Two semesters of dance teaching and learning conducted by the same teacher were analyzed. In the first semester, the teacher taught dance in a traditional way. In the second semester, the teacher taught dance with a serious game in the teaching design and implementation. Results indicated that the use of the serious game improved teacher and students co-engagement in the teaching activities. It enhanced classroom interactions and student learning satisfaction, as well as the teacher's serious game acceptance. Results supported that the serious game was helpful to primary student dance teaching and learning.
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Chen, Xinnian, John M. Redden, Aiyana Bobrownicki, Julia Gill, and Mark J. Graham. "Using Pathway Modeling to Evaluate and Improve Student-Centered Teaching Practices in Co-Taught College Science Courses." CBE—Life Sciences Education 20, no. 2 (2021): es5. http://dx.doi.org/10.1187/cbe.19-07-0147.

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This Essay demonstrates how course pathway modeling can help co-instructors better represent the complexity of student-centered teaching practices. It discusses how this approach can improve curricular design, course evaluation, student assessment, and communication between co-instructors.
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45

Wang, Ze, Ti Zhang, Jingfei Liu, and Suzanne Yonke. "Co-teaching Chinese in middle schools and high schools." Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 54, no. 1 (2019): 1–30. http://dx.doi.org/10.1075/csl.17027.wan.

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Abstract This study investigates the co-teaching practices implemented in Chinese language teaching in middle schools and high schools in a school district in the Midwestern United States. With the overarching question of how co-teaching with a native speaker teacher and a language expert teacher enhances the teaching and learning process of Chinese, this study examines co-teachers’ past experiences, their roles and experiences in the co-taught Chinese classes, and their perceptions of student learning and of partner teachers’ experiences, as well as students’ motivational perceptions and classroom engagement. A mixed-methods approach is used. Results suggest that some of the challenges in the co-teaching program are due to insufficient previous co-teaching experience, Chinese co-teachers’ unfamiliarity with the U.S. classroom, and lack of clarity regarding the co-teachers’ responsibilities. The co-teaching approach used in this program is “one teach, one assist.”
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46

Looft, Ruxandra, and Megan Jeanette Myers. "Exploring Faculty and Student Reflections on Collaborative Teaching in the Honors Seminar Classroom." Journal of Interdisciplinary Studies in Education 8, no. 1 (2019): 140–57. http://dx.doi.org/10.32674/jise.v8i1.1019.

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University Honors programming in the United States is interdisciplinary and collaborative; from First Year Honors Seminars to capstone research projects for upperclassmen, Honors students embrace multidisciplinary learning and research. This approach, however, does not always translate into the Honors classroom in regards to an incorporation of diverse perspectives of multiple faculty members in a given course. This article utilizes a mixed-methods approach to explore the impact and results of a collaboratively taught Honors Seminar. “Exploring Faculty and Student Reflections on Collaborative Teaching in the Honors Seminar Classroom” departs from the authors’ model of a co-taught Honors Seminar and then moves to an exploration of the student responses, comparing both a pre- and post-course survey, that considers student perceptions of multi-instructor formats. The essay ends with a brief conclusion that addresses some possible challenges to team-taught courses, from scheduling to institutional issues, in the context of Honors programming in an effort to encourage continued discussion about collaborative teaching of Honors Seminars.
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Littman, Michael. "Lessons from David Billington." Journal of the International Association for Shell and Spatial Structures 61, no. 1 (2020): 31–38. http://dx.doi.org/10.20898/j.iass.2020.203.030.

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Princeton Professor David Billington died on March 25, 2018 at the age of 90. David was a structural engineer, scholar, and a master teacher. He taught two courses at Princeton University. By Princeton standards these were very large courses, impacting as many as 20% of all students graduating from Princeton from the mid-1990's until he retired in 2010. One course was "Structures in the Urban Environment" and it focused on structural artists – engineers who designed efficient, economical, and elegant structures. The other course was "Engineering in the Modern World" and it focused on the history of engineering from the time of the American Revolution to the present day. Both courses are still being taught by his colleagues, Prof. Maria Garlock and Prof. Michael Littman. This article is about David's approach to educating the general public and engineers as described by Michael Littman, who co-taught the "Engineering in the Modern World" course with him for over 20 years.
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Curl, Rita M., Shanna M. Hall, Linda A. Chisholm, and Sarah Rule. "Co-workers as Trainers for Entry-level Workers: A Competitive Employment Model for Individuals with Disabilities." Rural Special Education Quarterly 11, no. 1 (1992): 31–35. http://dx.doi.org/10.1177/875687059201100107.

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A competitive employment transition model for individuals with mental retardation, learning disabilities, and behavior problems was evaluated in northern Utah. Employees in community businesses were taught to implement structured instructional and evaluation procedures to provide on-the-job training to disabled trainees. The results showed that co-workers positively influenced disabled workers' success on the job by teaching and monitoring their performance. Further, co-worker trainers' involvement positively impacted transition specialists' ability to provide placement, training, and support services to workers with disabilities in rural settings.
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Dieker, Lisa A. "What Are the Characteristics of “Effective” Middle and High School Co-Taught Teams for Students With Disabilities?" Preventing School Failure: Alternative Education for Children and Youth 46, no. 1 (2001): 14–23. http://dx.doi.org/10.1080/10459880109603339.

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Strogilos, Vasilis, Elias Avramidis, Anastasia Voulagka, and Eleni Tragoulia. "Differentiated instruction for students with disabilities in early childhood co-taught classrooms: types and quality of modifications." International Journal of Inclusive Education 24, no. 4 (2018): 443–61. http://dx.doi.org/10.1080/13603116.2018.1466928.

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