In this instrumental-comparative case study, we analysed how seven US teachers reported co-teaching experiences during the COVID-19 pandemic and resulting remote instruction. We sought to understand how co-teaching during the pandemic affected teachers' psychological needs of competence, autonomy, and relatedness. Data collection included: an…

With the continuing increase of inclusive education in our public school classrooms today, there is a great deal of interest in co-teaching teams. Research indicates that administrative support is a critical factor in co-teaching effectiveness. In this study, we explored administrator knowledge and practices related to the supervision and…

With the proliferation of inclusion, teacher education programs must prepare general education candidates to work collaboratively in a coteaching environment. This study addresses a coteaching assignment introduced into the general education field experience course for secondary content majors. The candidates enrolled had no previous preparation…

This paper describes the process taken for a future action research project "the relationship of the general and special education teachers in an inclusive setting". The author observed that general education teachers made attempts to exclude students from "their classroom" who they felt "don't belong". For inclusion…

To adequately prepare preservice teachers to implement inclusive classrooms, teacher preparation programs must encourage professional interaction, collaboration, and knowledge about inclusion. Although some of these skills can be presented in coursework, prospective teachers must be provided with opportunities to practice these skills in classroom…

The Artists' Collective for Social Change (ACSC) was established after the success of a multidisciplinary theater-dance project completed in March 2000 at a girls' residential treatment facility, Devereux Deerhaven, in Chester, New Jersey. The uncomfortable nature of this artistic adventure resulted in a model for teaching at-risk and underserved…

A junior high school's experience with a team teaching experiment is described. Benefits cited include decreased disciplinary problems, high achievement on standardized tests, and teacher and student satisfaction with team teaching. (MJL)

Describes teachers' efforts at a New Jersey middle school to learn alternative assessment strategies and implement a portfolio system. As they became more student-centered and interdisciplinary colleagues, these teachers realized they needed new student assessment tools. Portfolio neophytes are advised to start small and simple, using a limited…