An important purpose of peer observation is to provide formative feedback that will improve classroom teaching and learning. Peer observation in higher education has both quality and developmental objectives. Kennesaw State University, formerly Southern Polytechnic State University, offers a voluntary "Teaching Partners Program" open to…

Faculty (N = 154) from approved Tennessee teacher education programs across the range of disciplines responded to an online survey designed to assess the extent to which they practice, teach, and express confidence in co-teaching, collaboration and implementation of universal design for learning (UDL). Faculty strongly endorsed items indicating…

Co-teaching has historically been used in K-12 education to provide students with disabilities access to general curriculum; therefore, much of the co-teaching literature has focused on the K-12 population. Research on collegiate co-teaching has been more limited and largely focused on the advantages and disadvantages of co-teaching, omitting…

For the last 4 years, 10 leading education organizations have collaborated on a study series that includes teacher voice in conversations and research about educator effectiveness. Initially conceptualized by teacher leaders from the National Network of State Teachers of the Year (NNSTOY) and with their continued input, the "From Good to…

Special education teachers today must demonstrate effective skills in collaboration and often engage in co-teaching with general education colleagues to meet the needs of students with disabilities. In this study, we describe a university-based early fieldwork in which university students seeking teaching licensure in special education taught…

This self-study examined the communication approaches of 15 university supervisors who oversaw teacher candidates enrolled in year-long, co-taught P-12 clinical experiences. Supervisors attended 20 hours of professional learning on pre-service co-teaching, developmental supervision, and instructional coaching. Findings indicated that our…

The purpose of this study was to determine if non-traditional early childhood college students in 2 satellite locations that were assigned to the same course could benefit from the instruction provided by 2 sites' faculty who are co-teaching during a televised instruction. Data analysis through student and instructor surveys and instructors'…

This paper focuses on the Center for Global Geography Education teaching workshop held in Bangalore, India, in March 2012 which served as a collaborative forum linking geography teachers in secondary and higher education in the USA and India. It considers the inclusion of the Advanced Placement Human Geography teachers from the USA and the…

Successful co-teaching relies on essential elements, such as collaborative planning, communication skills, partnership relationship, classroom application, knowledge base, and co-teaching approaches. The objective of this study is to examine if teacher candidates and cooperating teachers use different essential co-teaching elements to implement…

Significant changes have occurred in the international education landscape driven by the need for access to higher education in developing countries. One response to this situation has been the provision of higher education in the developing country via partnership arrangements with overseas institutions. Rapid growth in transnational programmes…

This article describes one teacher preparation program's approach to designing and implementing a mentoring program to support clinically-based teacher education. The design for the program is based on an interview study that compared the mentoring experiences of 18 teachers across three different contexts: student teaching, early field…

We set out to identify the benefits and drawbacks of using more than one instructor to teach single section science courses at a large research university. Nine courses were investigated involving widely differing subjects and levels. Teaching models included: sequential teaching with two to six instructors each covering only their own modules,…

In this era of high-stakes testing, teachers are often required to follow a standards-based, standardized curriculum, which can be constraining for English to speakers of other languages (ESOL) and mainstream teachers who are trying to meet the needs of English language learners. Despite the challenges presented by such curricula, this study found…

Faculty and students at the University of Toronto were surveyed and interviewed to form a case study of serial team teaching, in which multiple instructors take turns teaching a segment of the same course in sequence. Student opinions ranged from slightly opposed to slightly in favour of team teaching overall. When asked about specific aspects of…

General education and special education teacher candidates lack experience in collaborating with each other as colleagues; however, upon graduating and entering their own classrooms, most are expected to know how to provide services to students with disabilities in the general classroom. This study describes the efforts of two professors, one in…