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Direct linkJohnson, Todd M.; King-Sears, Margaret E.; Miller, Angela D. – Learning Disability Quarterly, 2022
High school co-teachers prepare students with and without disabilities to earn content credits for graduation, with instructional effectiveness influenced by multiple factors. In this study, teacher self-efficacy and personal compatibility were examined as potential predictors of active involvement in instruction. The moderating effect of personal…
Descriptors: High School Teachers, Team Teaching, Self Efficacy, Interpersonal Relationship
King-Sears, Margaret E.; Johnson, Todd M. – Remedial and Special Education, 2020
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…
Descriptors: Access to Education, Chemistry, Science Instruction, Students with Disabilities
King-Sears, Margaret E.; Johnson, Todd M.; Berkeley, Sheri; Weiss, Margaret P.; Peters-Burton, Erin E.; Evmenova, Anya S.; Menditto, Anna; Hursh, Jennifer C. – Learning Disability Quarterly, 2015
In this exploratory study, students in four co-taught high school chemistry classes were randomly assigned to a Universal Design for Learning (UDL) treatment or a comparison condition. Each co-teaching team taught one comparison and treatment class. UDL principles were operationalized for treatment: (a) a self-management strategy (using a…
Descriptors: Chemistry, High School Students, Team Teaching, Secondary School Science
