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Journal articles on the topic 'Co-teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Abdulaziz Albaiz, Tahany. "Co-Teaching Co-Development Co-Achievement." Education Journal 5, no. 5 (2016): 102. http://dx.doi.org/10.11648/j.edu.20160505.14.

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2

Friend, Marilyn, Dusty Columbia Embury, and Laura Clarke. "Co-Teaching Versus Apprentice Teaching." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 38, no. 2 (2014): 79–87. http://dx.doi.org/10.1177/0888406414529308.

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3

Pratt, Sharon M., Sarah M. Imbody, Lindsay D. Wolf, and Amanda L. Patterson. "Co-planning in Co-teaching." Intervention in School and Clinic 52, no. 4 (2016): 243–49. http://dx.doi.org/10.1177/1053451216659474.

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Co-planning is considered an integral part of a successful co-teaching relationship in which both teachers have parity and use their individual expertise to benefit all students. However, the literature has not discussed adequately how co-planning is achieved within the parameters of the already full schedules of two teachers. This column shares how co-teaching partnerships can work to use individual expertise in curriculum development, teaching, and ensuring student learning to create plans that meet all students’ needs. A co-planning framework used by practicing co-teachers is discussed in d

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4

Guise, Megan, Mireille Habib, Krystal Thiessen, and Amy Robbins. "Continuum of co-teaching implementation: Moving from traditional student teaching to co-teaching." Teaching and Teacher Education 66 (August 2017): 370–82. http://dx.doi.org/10.1016/j.tate.2017.05.002.

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5

Dieker, Lisa A., and Carol A. Burnett. "Effective Co-Teaching." TEACHING Exceptional Children 29, no. 1 (1996): 5–7. http://dx.doi.org/10.1177/004005999602900102.

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6

Walther-Thomas, Christine S. "Co-Teaching Experiences." Journal of Learning Disabilities 30, no. 4 (1997): 395–407. http://dx.doi.org/10.1177/002221949703000406.

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7

Stobaugh, Rebecca, and Margaret Gichuru. "Co-Teaching Practices During Student Teaching." Educational Renaissance 5, no. 1 (2017): 53–73. http://dx.doi.org/10.33499/edren.v5i1.100.

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Accrediting organizations and regulations have compelled teacher preparation programs to establish partnerships with PK-12 schools to produce quality educators by utilizing effective teaching approaches such as co-teaching. The study examined co-teaching survey completed in the middle of student teaching. Data was collected from cooperating teachers and student teachers at different grade levels. The survey assessed participants' use of co-teaching strategies and the number of planning hours in each week. Pearson Correlations measured the relationship among the co-teaching strategies and the r

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8

Diana, Thomas J. "Co-teaching: Enhancing the Student Teaching Experience." Kappa Delta Pi Record 50, no. 2 (2014): 76–80. http://dx.doi.org/10.1080/00228958.2014.900849.

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9

Bogosi, Monyamane, and LindiweMonyamane. "Lecturers' and Leaders' Perceptions about Co-Teaching: A Case of Limkokwing University, Botswana." American Based Research Journal 9, no. 2 (2020): 01–06. https://doi.org/10.5281/zenodo.3692452.

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<em>This paper investigated the challenges which the lecturers and leaders at Limkokwing University faced when using co-teaching in their classrooms. Questionnaires and interviews were used to collect data from 50 participants based in 6 faculties at the Botswana campus. Data were analyzed using pie charts and graphs to interpret the views of lecturers and Heads of departments about co-teaching.</em><em> The results obtained revealed that the lecturers at Limkokwing University lacked the necessary skills required for the implementation of co-teaching and that they are not well versed with co-t

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10

Cordner, Alissa, Peter T. Klein, and Gianpaolo Baiocchi. "Co-designing and Co-teaching Graduate Qualitative Methods." Teaching Sociology 40, no. 3 (2012): 215–26. http://dx.doi.org/10.1177/0092055x12444072.

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11

Quiñones-Ramírez, Félix, David Duran, and Laia Viladot. "Co-Teaching with High School Students for Music Teaching." Education Sciences 13, no. 10 (2023): 972. http://dx.doi.org/10.3390/educsci13100972.

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This article presents a didactic proposal for teaching musical notation and solfège sight-singing through co-teaching with secondary school students. The goal was to explore the advantages and limitations of using a form of peer learning where students play the role of co-teachers alongside the teacher. We wanted to find out whether this proposal would lead to significant improvements among both co-teachers and tutees, identifying the actions responsible for this progress, and paying particular attention to how students learn in the role of co-teachers. This study was based on a mixed-method e

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12

Kuwornu, Fred Kudjo, and Amanda Minervini. "Co-Teaching Black Italian Cinema." Italianist 41, no. 2 (2021): 218–23. http://dx.doi.org/10.1080/02614340.2021.1954364.

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13

Vaughn, Sharon, Jeanne Shay Schumm, and Maria Elena Arguelles. "The ABCDEs of Co-Teaching." TEACHING Exceptional Children 30, no. 2 (1997): 4–10. http://dx.doi.org/10.1177/004005999703000201.

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14

Wilson, Gloria Lodato. "Introduction: Co-Teaching and Literacy." Reading & Writing Quarterly 22, no. 3 (2006): 199–204. http://dx.doi.org/10.1080/10573560500455687.

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15

Austin, Vance L. "Teachers' Beliefs About Co-Teaching." Remedial and Special Education 22, no. 4 (2001): 245–55. http://dx.doi.org/10.1177/074193250102200408.

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16

Hang, Qi, and Karen Rabren. "An Examination of Co-Teaching." Remedial and Special Education 30, no. 5 (2008): 259–68. http://dx.doi.org/10.1177/0741932508321018.

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17

Conderman, Greg, and Laura R. Hedin. "Co-Teaching With Strategy Instruction." Intervention in School and Clinic 49, no. 3 (2013): 156–63. http://dx.doi.org/10.1177/1053451213496158.

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18

Zumwald, Bea. "Co-Teaching-Formen gezielt einsetzen." Schweizerische Zeitschrift für Heilpädagogik 31, no. 01 (2025): 8–14. https://doi.org/10.57161/z2025-01-02.

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Co-Teaching von Lehrpersonen und Schulischen Heilpädagog:innen ist ein Kernelement inklusiver Schule. Es wird erwartet, dass Co-Teaching das Lernen der Schüler:innen unterstützt und den Unterricht differenzierter sowie inklusiver macht. Zudem soll es Lehr- und Fachpersonen entlasten sowie ihre Professionalisierung fördern. Im vorliegenden Artikel werden Co-Teaching-Formen als Organisationsformen auf der Oberflächenebene untersucht. Basierend auf empirischen Studien wird das Potenzial der einzelnen Co-Teaching-Formen diskutiert. Dies bietet die Grundlage dafür, dass Lehr- und Fachpersonen Co-Te

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19

Strogilos, Vasilis, and Margaret E. King‐Sears. "Co‐teaching is extra help and fun: perspectives on co‐teaching from middle school students and co‐teachers." Journal of Research in Special Educational Needs 19, no. 2 (2018): 92–102. http://dx.doi.org/10.1111/1471-3802.12427.

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20

Svobodová, Zuzana, Jaroslav Kříž, and Jaroslav Veteška. "Transformation of Teaching through Co-Teaching and Innovative Methods." Acta Educationis Generalis 14, no. 3 (2024): 41–55. http://dx.doi.org/10.2478/atd-2024-0017.

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Abstract Introduction: The integration of digital technologies and virtual co-teaching has become a common practice in education. This was accelerated by the COVID-19 pandemic. These innovations play a key role in addressing global challenges and are a response to digital advances to which primary and secondary schools need to adaptively respond. Methods: The study used thematic analysis and a scoping review to investigate the effectiveness of virtual co-teaching in primary and secondary schools, with a focus on new digital technologies and artificial intelligence. Results: The results show th

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21

Kim, Jieun. "Implementing a Co-Teaching Model in Music Student Teaching: A Literature Review." Update: Applications of Research in Music Education 38, no. 1 (2019): 18–24. http://dx.doi.org/10.1177/8755123319843169.

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The purpose of this literature review is to examine music education research concerning the emerging practice of co-teaching between cooperating music teachers and student teachers, and to understand the benefits of co-teaching for both. The review is organized into two sections: (a) how cooperating music teachers and student teachers view their co-teaching experiences and (b) how cooperating music teachers mentor student teachers in a co-teaching model. Co-teaching during student teaching can occur successfully through cooperating teachers’ willingness to facilitate the co-teaching process, s

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22

Bryant, Mimi, and Sue Land. "Co-Planning is the Key to Successful Co-Teaching." Middle School Journal 29, no. 5 (1998): 28–34. http://dx.doi.org/10.1080/00940771.1998.11495917.

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23

Yun, Jeong-Hee. "Instructional Strategy for Future Talents : Refocusing Co-teaching." Journal of Coaching Development 23, no. 2 (2021): 297–307. http://dx.doi.org/10.47684/jcd.2021.06.23.2.297.

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24

Pratt, Sharon. "Achieving symbiosis: Working through challenges found in co-teaching to achieve effective co-teaching relationships." Teaching and Teacher Education 41 (July 2014): 1–12. http://dx.doi.org/10.1016/j.tate.2014.02.006.

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25

Saleh, Yahya. "Students’ Perceptions towards Co-teaching as an Innovative Approach in Teaching Excellence." International Journal of Arabic-English Studies 14, no. 1 (2013): 113–36. http://dx.doi.org/10.33806/ijaes2000.14.1.6.

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This study argues that co-teaching between two different disciplines, i.e. English and Engineering can contribute to the improvement in the quality of teaching English in general and in enhancing communication skills and class interaction in specific. To investigate this argument, one Industrial Engineering teacher and two English language teachers launched an innovative teaching experience through applying co-teaching in their teaching of English 10322 course for students of engineering and science. The ‘One Teaching-One Assisting’ co-teaching approach was adopted in this study. Co-teaching w

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26

Stobaugh, Rebecca, and Kimberlee Everson. "Student Teacher Engagement in Co-Teaching Strategies." Educational Renaissance 8, no. 1 (2020): 30–47. http://dx.doi.org/10.33499/edren.v8i1.137.

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Recently there has been increasing emphasis on co-teaching experiences for teacher candidates. Despite the significance of collaboration between cooperating teachers and student teachers, limited empirical attention has focused on student teachers' co-teaching experiences. The following study utilized survey data to ascertain if student teachers' use of different co-teaching strategies changed over the course of their student teaching semester, as well as, compared student teacher use of co-teaching strategies in elementary, middle, and secondary program areas. Pilot Study Survey data revealed

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27

Al-Zoubi, Suhail Mahmoud, and Mohammed Hadi Alfagih. "Awareness of Co-Teaching Administration among Teachers of Resource Room Program." International Journal of Learning, Teaching and Educational Research 21, no. 7 (2022): 145–57. http://dx.doi.org/10.26803/ijlter.21.7.8.

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Collaborative teaching (co-teaching) is a method of providing educational services to students with learning disabilities (LDs) in general education classes, and it also reduces educational dispersion as a result of these students joining remedial instruction in special education programs. This descriptive research aimed to identify the level of awareness of co-teaching among teachers of resource room program (RRP). A total of 162 Omani teachers of RRP responded on a co-teaching scale. This scale consisted of 28 items distributed into five domains related to the concept of co-teaching, as well

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28

Gurgur, Hasan, and Yildiz Uzuner. "Examining the implementation of two co‐teaching models: team teaching and station teaching." International Journal of Inclusive Education 15, no. 6 (2011): 589–610. http://dx.doi.org/10.1080/13603110903265032.

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29

Kursch, Martin, Kriz Jaroslav, and Jaroslav Veteška. "Effectiveness of Virtual Co-Teaching: A New Perspective on Teaching." International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) 12, no. 1 (2024): 31–40. http://dx.doi.org/10.23947/2334-8496-2024-12-1-31-40.

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The teaching method of virtual co-teaching helps the mutual sharing of new experiences and methods of pedagogues in teaching in formal education, through digital technologies. It also facilitates the involvement of practitioners in teaching, which can be a key mechanism for ensuring quality education. This article focused on comparing the effectiveness of co-teaching in two environments, face-to-face and virtual. In terms of methodology, an experiment was used, which was implemented in three independently selected schools, from which eight groups of thirty students were formed. The phenomenon

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30

Kokko, Marjut, Marjatta Takala, and Päivi Pihlaja. "Finnish teachers’ views on co‐teaching." British Journal of Special Education 48, no. 1 (2021): 112–32. http://dx.doi.org/10.1111/1467-8578.12348.

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31

Warrington, Ellen, and Dawn Behan. "Co-teaching: Putting Theory into Practice." International Journal of Educational Organization and Leadership 19, no. 4 (2013): 1–8. http://dx.doi.org/10.18848/2329-1656/cgp/v19i04/48468.

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32

Williams, Heather, and Robert Ditch. "Co-teaching: Equity for English Learners?" Theory & Practice in Rural Education 9, no. 2 (2019): 20–34. http://dx.doi.org/10.3776/tpre.2019.v9n2p20-34.

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This study adds to the current understanding of co-teaching in rural school systems, specifically its use to equitably serve the needs of English learners (ELs). The authors investigated one western U.S. rural district’s implementation of a co-teaching model where general classroom teachers shared teaching responsibilities with an English as a second language (ESL) teacher in a secondary school setting. Research has long shown traditional pull-out models for teaching ELs are not the most effective because there is often a disconnect between what is happening in the mainstream classroom and wha

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33

Orlander, Jay D., Mukund Gupta, B. Graeme Fincke, M. Elizabeth Manning, and Warren Hershman. "Co-teaching: a faculty development strategy." Medical Education 34, no. 4 (2000): 257–65. http://dx.doi.org/10.1046/j.1365-2923.2000.00494.x.

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34

Dyck, Norma, Nita Sundbye, and Jane Pemberton. "A Recipe for Efficient Co-Teaching." TEACHING Exceptional Children 30, no. 2 (1997): 42–45. http://dx.doi.org/10.1177/004005999703000208.

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35

Smith, Katherine K., and Vanessa G. Winn. "Co-teaching in the college classroom." Teaching Education 28, no. 4 (2017): 435–48. http://dx.doi.org/10.1080/10476210.2017.1325863.

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36

Shi, Connie R., Jasmine Rana, and Susan Burgin. "Co-teaching: applications in medical education." Clinical Teacher 15, no. 4 (2017): 341–43. http://dx.doi.org/10.1111/tct.12709.

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37

Smith, George S., and Susan J. Bender. "AAA Co-Sponsors Teaching Archaeology Workshop." Anthropology News 41, no. 1 (2000): 42. http://dx.doi.org/10.1111/an.2000.41.1.42.

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38

Farkash, A., and R. W. Vegso. "Interactive Co-Teaching: Theory and Practice." Journal of Management Education 13, no. 3 (1989): 75–86. http://dx.doi.org/10.1177/105256298801300308.

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39

Bauwens, Jeanne, and Jack J. Hourcade. "Making Co-Teaching a Mainstreaming Strategy." Preventing School Failure: Alternative Education for Children and Youth 35, no. 4 (1991): 19–24. http://dx.doi.org/10.1080/1045988x.1991.9944254.

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40

Warger, Cynthia L., and Robert B. Rutherford. "Co-Teaching to Improve Social Skills." Preventing School Failure: Alternative Education for Children and Youth 37, no. 4 (1993): 21–27. http://dx.doi.org/10.1080/1045988x.1993.9944614.

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41

Kamens, Michele Wilson, JoAnn P. Susko, and Janice S. Elliott. "Evaluation and Supervision of Co-Teaching." NASSP Bulletin 97, no. 2 (2013): 166–90. http://dx.doi.org/10.1177/0192636513476337.

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42

Vasan, Nina, Anita Kishore, Shani Isaac, et al. "Teaching Therapy: A Co-Therapy Model." Journal of the American Academy of Child & Adolescent Psychiatry 55, no. 10 (2016): S352. http://dx.doi.org/10.1016/j.jaac.2016.07.097.

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43

Henderson, Charles, Andrea Beach, and Michael Famiano. "Promoting instructional change via co-teaching." American Journal of Physics 77, no. 3 (2009): 274–83. http://dx.doi.org/10.1119/1.3033744.

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44

Scruggs, Thomas E., and Margo A. Mastropieri. "Making Inclusion Work With Co-Teaching." TEACHING Exceptional Children 49, no. 4 (2017): 284–93. http://dx.doi.org/10.1177/0040059916685065.

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45

Pancsofar, Nadya, and Jerry G. Petroff. "Professional Development Experiences in Co-Teaching." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 36, no. 2 (2013): 83–96. http://dx.doi.org/10.1177/0888406412474996.

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46

Alcalà Arxé, Eva, Laura Comallonga, Maria Sala, and Maria Galera. "Co-teaching to Foster Classroom Interactional Competence (CIC): How Can Co-teaching Benefit Classroom Interactional Competence?" CLIL. Journal of Innovation and Research in Plurilingual and Pluricultural Education 3, no. 1 (2020): 35. http://dx.doi.org/10.5565/rev/clil.31.

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47

Härkki, Tellervo, Henriikka Vartiainen, Pirita Seitamaa-Hakkarainen, and Kai Hakkarainen. "Co-teaching in non-linear projects: A contextualised model of co-teaching to support educational change." Teaching and Teacher Education 97 (January 2021): 103188. http://dx.doi.org/10.1016/j.tate.2020.103188.

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48

Howlett, Kristina, and Huong Nguyen. "Autoethnographic Reflections of an International Graduate Teaching Assistant’s Co-Teaching Experiences." Journal of International Students 10, no. 2 (2020): 401–19. http://dx.doi.org/10.32674/jis.v10i2.774.

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This authoethnographic study explores the co-teaching experiences of an international graduate teaching assistant (IGTA) assigned to co-teach an undergraduate course at a U.S. publicly funded university. As a sociocultural theoretical framework, Dewey (1938), Vygotsky (1978), and Schön’s (1983) works regarding experiential learning, interaction, and reflective practice were used to analyze narratives and highlight the IGTA’s co-teaching experiences to provide evidence of reflective and collaborative practices. Five themes emerged from the study: a need for professional development, interdepend

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49

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 clas

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50

Murley, Lisa D., Rebecca R. Stobaugh, and Charles S. Evans. "Introducing the Co-teaching Model in Teacher Education Clinical Practice." Educational Renaissance 3, no. 1 (2014): 7–20. http://dx.doi.org/10.33499/edren.v3i1.77.

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With national and state regulatory changes related to clinical practice within teacher education programs a reality, one university examined the outcomes of co-teaching model trainings required for stakeholders, both higher education faculty and P-12 educators. The training participants indicated the co-teaching model could increase student teacher preparedness while also positively impacting P-12 student learning. Nearly a year after the co-teaching training, one university surveyed student teachers on their co-teaching experience prior to and during student teaching. While there were increas

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