A total of 77 teachers working in inclusive settings in North Eastern USA were surveyed regarding their perceptions of the barriers that may hinder the use of co-teaching. Results indicated that (a) teachers lack the necessary skills required for implementing co-teaching, and (b) co-teaching may require a lot of resources for its successful…

I investigated my role as a mentor co-teaching with an intern in a Professional Development School (PDS) context through the use of self-study. This ten-month study illustrated my co-teaching experience with my intern to determine what conditions I found necessary to foster a successful partnership and whether I experienced transformations in my…

Coteaching, a model for learning to teach, places teacher candidates alongside clinical educators in classrooms. Learning occurs through shared practice and ongoing explication of thinking and reflection. This cross-case study of six dyads from an undergraduate early childhood inclusive education program examines ways that coteaching afforded…

Coteaching is becoming a common practice in secondary classrooms as a way to provide special education services to students with disabilities (SWD). Effective coteaching supports an inclusive philosophy of schooling by creating appropriate learning spaces for diverse learners, allowing learners access to general education curricula, building a…

In this interview study, three middle school students with disabilities and seven without disabilities were interviewed about their experiences in a co-taught classroom. Also, data from their co-teachers who taught mathematics, social studies and science were gathered. Both students and teachers reported that co-teaching provides extra help for…

There are not many teachers who would argue against effective leadership for learning as a fundamental skill, necessary to ensure that all students are provided with high-quality teaching and learning. In this article, the author discusses the impact of shared leadership in primary science and how the practice was developed in her school setting.

There has been a significant rise in children diagnosed with learning disabilities over the last decade. Children who have disabilities were moved from segregated learning settings to inclusion model classrooms with coteaching implemented as a way for special education teachers and general education teachers to service the needs of these children.…

Authors conceptualize the notion of reflection as a higher psychological function from the perspective of cultural-historical psychology of Lev Vygotsky and discuss the development of teachers' reflective practice in the process of mastering and creating mediational means of reflective practice. In the current research literature the terms…

Scholarly literature is replete with suggestions for fostering creativity in both teachers and students; however, few articles exist where practitioners appraise these methods and generate theories of their own. After a semester of team teaching using a creative project-based learning (PBL) approach, we reviewed, through a mutual interview…

This article examines the use of a range of co-teaching models when teaching mathematics. The approaches suggested have potential for all students, but in this instance their importance as a pedagogical approach with students with special educational needs (SEN) in inclusive classrooms is considered. The study was based in the first-year…

The purpose of this non-experimental casual comparative study was to examine the relationship between the educational environment (i.e., co-taught, or resource room), and academic growth with oral reading fluency (ORF) measures for second and third grade students with disabilities. The study also explored possible unique predictors of increased…

Finnish education has recently experienced reforms with respect to guidelines forming the curriculum framework for basic education and school architecture. Since 2016, all new schools incorporate open and flexible design, at least to some extent. The more open school design challenges the conventional organisation of space and pre-defined…

In this article, we critically analyze our experiences in preparing pre-service teachers (PSTs) to teach for social justice. We utilized an intersectional lens to identify and validate our different positionalities and pedagogies. It is this interplay of validating our differences and commonalities that enabled us to form a sense of solidarity in…

This book innovatively connects the two fields of oracy and practice-oriented empirical research in English language education. It creates synergies and proposes innovative approaches to the study of oracy in the context of learning and teaching English as a second, additional or foreign language. The book also develops a contemporary and holistic…

Too many students still experience the factory model evident in most U.S. high schools, which were designed to put young people on a conveyor belt and move them from one overloaded teacher to the next, in 45-minute increments, to be stamped with separate, disconnected lessons 7 or 8 times a day. While these factory-model designs may have worked…