Throughout the history of education, educators have created a variety of techniques to best support students. As students with disabilities began to be instructed alongside their peers, new collaborative teaching practices started to take shape. As defined by Friend et al. (2010), co-teaching is an educational best practice implemented in various…

As caseloads for special education teachers continue to rise and as more students with disabilities enter the regular education setting (U.S. Department of Education, 2016), the need for co-teaching, in which a special education teacher and regular education teacher work together in one classroom to meet all students' needs, is significant.…

A shared sense of responsibility for the education of students with disabilities can have positive effects on both teachers and students. When special education (SE) and general education (GE) teachers work together, this collaborative relationship is a positive variable in teacher satisfaction and retention. Furthermore, teacher collaboration and…

This case study of two fourth-grade teachers explored teachers' literacy instructional practices and perceptions of their professional agency during the hybrid synchronous teaching of the COVID-19 pandemic. In anticipation of the challenges of hybrid synchronous instruction, these teachers combined their classes to co-teach 39 students. Analysis…

Co-teaching models have been established in research as an instructional delivery method to provide instruction to diverse students in an inclusive general education setting. Research of inclusive classrooms where general education and special education teachers co-instruct indicates learning for students with learning disabilities (LD) is…

Inclusion classrooms were introduced in the United States in 1990 when the Individuals with Disabilities Education Act required that special education students be instructed in a general education setting. Ensuing changes in instructional formats have caused role confusion for special and general education teachers, resulted in mixed attitudes…

In response to the low passing rate of its students with disabilities, administrators at a small urban elementary school in south Texas implemented coteaching. Guided by Nonaka and Takeuchi's collaborative learning framework, this qualitative instrumental case study was conducted to investigate the effectiveness of collaborative teaching in the…

The purpose of this case study was to describe how a 4th-grade teacher and a TAG coordinator collaborated to improve services for advanced learners without the support of university faculty and with limited resources. Interviews, questionnaires, transcriptions of videotaped consultation sessions, and observations of classroom instruction showed…

This study described a four-teacher instructional model in operation at an elementary school, noting the perceptions of fourth grade students, parents, and teachers regarding the model. The model encompassed teaming, block scheduling, departmentalization of subjects, integrated/interdisciplinary instruction, and in-depth instruction in each…

Study examined differences between self-contained and team teaching approaches when two groups of elementary teachers implemented a physical education curriculum during an inservice. Researchers collected lesson completion forms, specialists' reports, class observations, and teacher surveys. Results indicated those using self-contained approaches…