Knowledge of instructional strategies in cotaught K-12 classrooms raises awareness of this unique collaboration for benefitting students with disabilities. The purposes of this qualitative study were to (1) identify pedagogical strategies that facilitate coteaching in inclusive environments and (2) explore the relevance of coteaching teams and…

The importance of computational thinking skills in mathematics has been recognized in educational research for a long time. More recently, this recognition has materialized in formal international recommendations (e.g., by PISA's 2022 Mathematics Framework) and in national or provincial curricular reforms (e.g., in France, Sweden, and Canada) that…

This article examines the teaching practices and pedagogical theories preservice teachers (PSTs) enacted in a newly designed after-school literacy club field placement. We draw from sociocultural and activity theories to analyze data collected in the qualitative study that examined the following research questions: (1) What teaching practices do…

Field experience is the culminating experience for pre-service teacher training. As COVID-19 closed schools across the country, pre-service teachers' field experiences were disrupted. This case study examines how a student teacher, a team of mentor teachers, and a university supervisor at a regional public university adapted to remote learning.…

This article examines collaboration in the context of how gifted education teachers co-plan and co-teach with general education teachers. Perspectives of the benefits and barriers to collaboration are explored from gifted education teachers, gifted education administration, and general education teachers in one school district in the Southeast…

Teacher collaboration has received international research attention and has emerged as an effective way for teachers to engage in professional growth opportunities (Dove & Honigsfeld, 2018; Rao & Chen, 2020). An examination of teacher collaboration can shed light on the process by which teachers work together and illuminate further…

To identify promising strategies for full inclusion, the Center on Reinventing Public Education (CRPE) and the National Center on Special Education in Charter Schools conducted in-depth case studies of five Washington State charter schools as part of a national study of special education in charter schools. These studies were conducted during the…

In a Georgia middle school, general and special education teachers expressed concerns about the challenges of working collaboratively in the inclusive classroom. Effective teacher collaboration is pivotal to ensure academic success of all students. The purpose of this qualitative bounded instrumental case study was to explore middle school…

The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. (Individual papers contain references.) [For the 2009 proceedings, see ED504973.]