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Autor/inn/en | King-Sears, Margaret E.; Strogilos, Vasilis |
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Titel | An Exploratory Study of Self-Efficacy, School Belongingness, and Co-Teaching Perspectives from Middle School Students and Teachers in a Mathematics Co-Taught Classroom |
Quelle | In: International Journal of Inclusive Education, 24 (2020) 2, S.162-180 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (King-Sears, Margaret E.) ORCID (Strogilos, Vasilis) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1360-3116 |
DOI | 10.1080/13603116.2018.1453553 |
Schlagwörter | Team Teaching; Mathematics Instruction; Regular and Special Education Relationship; Students with Disabilities; Teacher Attitudes; Student Attitudes; Special Education Teachers; Teacher Role; Self Efficacy; Learner Engagement; Mastery Learning; Grade 6; Middle School Students; Middle School Teachers; Patterns of Adaptive Learning Survey Teamteaching; Mathematics lessons; Mathematikunterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrerverhalten; Schülerverhalten; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerrolle; Self-efficacy; Selbstwirksamkeit; School year 06; 6. Schuljahr; Schuljahr 06; Middle school; Middle schools; Mittelschule; Mittelstufenschule |
Abstract | 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 co-teachers 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. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |