Although co-teaching is increasingly recognized as a valuable approach in inclusive education, comprehensive studies that examine the impact of targeted professional development on enhancing teachers' capabilities in this area are lacking. The limited research on this topic fails to provide clear evidence of the effectiveness of such training…

This article presents an analysis of a team-teaching approach, applied in two learning spaces: a regular mathematics classroom; and a hairdressing salon at an upper secondary vocational education and training (VET) school. A mathematics teacher and a VET teacher jointly developed, planned and carried out the teaching activities in these two…

Limited empirical research has investigated the impact of interdisciplinary STEM approaches on students' learning with a particular dearth in the area of assessment. A lack of alignment between interdisciplinary approaches in STEM teaching and its assessment strategies is notable. In this study, we adopt an inquiry approach to the ways in which…

The compartmentalisation of distinct disciplines limits the opportunities for teachers to work in a collaborative multidisciplinary manner. Workshops such as 'Saviour Siblings' from the Epistemic Insight Initiative encourage students to consider big questions from different perspectives and thus provide a bridge between the religious education…

The deployment of Teaching Assistants (TAs) to support learning has been the subject of much critical debate, including the particular concern that TAs too often becomes a less skilled replacement for the teacher rather than acting as an additional source of support. Despite efforts to encapsulate the TA's contribution to learning within specific…

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…

This exploratory research underscores Bandura's social learning theory on collective agency to investigate co-teaching partners' collaboration regarding reading instruction for students with disabilities. Students whose Individualized Education Programs stipulate reading are dependent on special educators to deliver such instruction. In the…

This study explored preservice teachers' perceptions about coteaching. Two classes of preservice teachers in special education and social studies were paired and asked to modify a lesson plan for students with disabilities. Qualitative data were collected and analyzed, and themes were extracted. Two findings emerged: First, preservice teachers…

This paper reports the impact of a collaborative professional experience model on pre-service secondary mathematics teachers' perspectives and practices within a learning community. Nine pre-service teachers made 12 school visits over one year to observe and co-teach problem-solving lessons in two Year 8 classes. They discussed the lesson with the…

Used data from interviews, observations, and evaluations of high school students to study four interdisciplinary teams and examine how teaming informed practice. Data affirm teaming as a best practice and suggest that to begin and sustain successful teaming, high schools should rethink standard practices. Data also confirm that for teaching to be…

This article summarizes the main findings of a research study concerned with the position of team teaching in the secondary schools of England and Wales during the academic year 1983-84. A brief account is given of the nature and organization of team teaching schemes currently in operation. (Author/CT)

Joint action among teachers appears to depend on the teachers' perceptions of their interdependence and the presence of opportunities for joint action. An urban middle school had been organized into teams on several levels with strong support from the principal. Three situations that altered these operating procedures provided evidence that…

The purpose of this study was to obtain empirical data for the evaluation of a team approach for teaching biology. A sample of 147 sophomore students was divided into six sections; each section was randomly assigned as control or treatment. The team consisted of three instructors. Each member taught a control group for an entire year. After an…

Investigates the effectiveness of Student-Team Achievement Division (STAD) for teaching chemistry in randomly selected high school classes in the United Arab Emirates (UAE). Also examines the differences among groups with regard to gender, geographic area, and ability. Findings indicate that STAD is a more effective teaching method than…

Co-teaching is a frequently suggested service delivery model for meeting the needs of students with learning disabilities (LD) in an inclusive environment. However, there is currently little empirical research to support these suggestions. In this study, general and special educators at one secondary site taught ninth-grade English in four…