Literaturnachweis - Detailanzeige
| Autor/inn/en | Bundock, Kaitlin; Rolf, Kristen; Hornberger, Anna; Halliday, Chamy |
|---|---|
| Titel | Improving Access to General Education via Co-Teaching in Secondary Mathematics Classrooms: An Evaluation of Utah's Professional Development Initiative |
| Quelle | In: Rural Special Education Quarterly, 42 (2023) 2, S.78-93 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Bundock, Kaitlin) ORCID (Rolf, Kristen) ORCID (Halliday, Chamy) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-8705 |
| DOI | 10.1177/87568705231167340 |
| Schlagwörter | Team Teaching; Regular and Special Education Relationship; Secondary School Mathematics; Mathematics Education; Faculty Development; Teacher Competencies; Teacher Education; Secondary School Teachers; Program Effectiveness; Teacher Behavior; Teacher Attitudes; Mathematics Achievement; Rural Schools; Grade 6; Grade 7; Grade 8; Grade 9; Students with Disabilities; Secondary School Students; Inclusion; Utah Teamteaching; Mathematische Bildung; Lehrkunst; Lehrerausbildung; Lehrerbildung; Teacher behaviour; Lehrerverhalten; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Sekundarschüler; Inklusion |
| Abstract | Co-teaching may be a promising strategy to improve inclusive secondary mathematics education in rural schools. Professional development (PD) aids in special and general education teachers' co-teaching implementation, yet little empirical research examines how to effectively train and support co-teachers. In this study, we describe one U.S. state's PD model for secondary mathematics co-teaching, evaluate outcomes of the PD on co-teachers' behaviors and beliefs, and examine the impact of co-teaching on students' mathematics achievement. We examined data from observations, surveys, and students' pre/post assessments across nine classes within seven U.S. school districts, including three rural school districts, over 3 years. We report data from a total of 19 teachers and 281 students in sixth through ninth grades. The PD participants implemented effective co-teaching strategies and reported positive viewpoints toward co-teaching. Additionally, students with and without disabilities improved their mathematics scores. We present key findings for rural schools to guide future implementation and research. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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