Purpose: Co-teaching is a prevalent and productive coaching activity that coaches can leverage when working with teachers to support teaching and learning. However, there is insufficient research detailing how coaches can and should implement this coaching activity with teachers. Hence, the purpose of this qualitative interview study is to better…

While coaching is a well-documented form of professional development to support teachers' instructional practices in mathematics, limited research exists on how coaches can support teachers in differentiating their mathematics instruction. Hence, as part of this retrospective case study, we explored how one instructional coach leveraged a coaching…

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 Circular Model of Collegiate Co-Teaching (Morelock et al., 2017) examines power and authority structures, dynamics of co-teaching relationships, and co-teachers' perceptions of co-teaching. The model does not include student perceptions, however, and it has not been applied to veteran-novice instructor pairs. The authors conducted a case study…

Co-teaching is highlighted as an opportunity to develop inclusive practices. This study aimed to investigate how teacher candidates experienced co-teaching during supervised teacher training periods. Data were collected through pair interviews and questionnaires (N = 22). The analysis was conducted through thematic analysis. Results show that the…

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…

Three preK-6 U.S. university methods instructors-researchers (literacy, science, social studies) joined 17 Title I school teachers for collaborative lesson planning and teaching within the preK-5 school setting. Each team's goal was to create and teach interdisciplinary curriculum units using U.S. English language arts Common Core State Standards…

Collaborative teaching, a significant concept in the field of English language teaching, involves teachers in sharing expertise, decision-making, lesson delivery, and assessment. It is a common practice for instructors in many schools and universities where English is taught as a foreign/second language (EFL/ESL) in intensive programs or…

Drawing on the work of Badiali and Titus (2010) and Bacharach, Heck, and Dahlberg (2010), we define coteaching as the following: both cooperating teacher and teacher candidate are engaged in student learning at all times through daily coplanning, coinstructing, and coassessing. We argue that collaborative planning (e.g., sharing ideas, developing…

In this exploratory study, the authors examine Greek special education teachers' individual and collaborative teaching experiences in the context of their literacy instruction. The Five Foci Framework, situated in Vygotskian theory, is utilized in the study's design to examine special education teachers' individual and collaborative experiences…

In a qualitative study conducted in the southern United States, the researchers explored the perceptions of seven itinerant teachers of students who are deaf or hard of hearing regarding the formation and maintenance of collaborative relationships during consultation services the teachers provide to general educators. The researchers used the…

Information and Communication Technology (ICT) has become an integral part of societies across the globe. This study demonstrates how successful technology integration by 10 experienced teachers in an Australian high school was dependent on teacher-driven change and innovation that influenced the core business of teaching and learning. The…

This report summarizes results from Spring 2014 focus groups held with a sample of Austin Independent School District dual language program classroom teachers to find out their opinions about the dual language program.

Student growth is one of two essential components of South Dakota's Teacher and Principal Effectiveness Systems. In the state systems, student growth is defined as a positive change in student achievement between two or more points in time. "The South Dakota SLO Handbook" provides support and guidance to public schools and school…

At least 10% of students in private Christian schools are considered students with special needs. Private Christian schools vary in the degree to which they educate these students and in the approaches that they take toward educating them. This study examines whether or not private Christian Schools are allowing students with special needs access…