The way engineering students perceive an engineering course that is co-taught between an English instructor and two engineering faculty at an English medium instruction (EMI) university has not been studied. In order to better understand how students perceive such a course, a survey consisting of 12 items with a 5-point Likert-scale and two…

Previous studies on co-teaching have reported how a native English-speaking (NES) teacher and a non-native English-speaking (NNS) teacher jointly instruct students in their English language classes, yet little is known about their speech behaviour in teaching interpreting as a cross-language, cross-culture task. To bridge the gap, the study…

This study features data from middle school Algebra co-teachers and their students with and without disabilities, who completed questionnaires about their co-teaching experiences. Although most students with disabilities believed the general educator was in charge of lessons, students without disabilities also credited the special educator. Most…

Co-teaching has become a widely practiced collaborative model among special and general education teachers in U.S. schools (Chitiyo, & Brinda, 2018; Pancsofar, & Petroff, 2013). This practice emerged as a response to the reauthorization of the Individuals with Disabilities Education Act (2004) and Every Student Succeeds Act (2015), which…

The purpose of this study was to examine how paraprofessionals and other service providers participate in co-teaching with a certified special education pre-Kindergarten teacher during dual language (DL) instruction. The study took place in two DL special education preschool classrooms located in an urban public school district in the southwestern…

This article discusses special education teachers' initial training within public policies establishing teaching students with special educational needs and disabilities in mainstream classrooms. Based on the question of how special education teachers' initial training in Chile is responding to inclusive education policy regulations, we describe…

A university-school district partnership program designed to increase recruitment and retention of science and mathematics teachers in schools identified as low performing by the school district, paired potential or novice teachers with veteran teachers in elementary or secondary schools. All participants received mentoring to build instructional…

Building on previous studies of ESL and content teachers' collaboration, this qualitative case study relied on Davies and Harré's positioning theory as a theoretical lens to examine the influences that collaboration between an ESL teacher and a language arts teacher had on the language arts teacher's approach to planning for and teaching ESL…

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…

It is essential that middle school content-area and special education co-teachers adopt evidence-based literacy practices that they can integrate into their content-area instruction to address the needs of all of the students in their classes. This article provides co-teachers with four planning tips to improve implementation of the practices they…

The purpose of this research study was to investigate the roles of English teachers and subject teachers engaged in the collaborative process of interdisciplinary teaching in English for Specific Purposes subjects at a Thai university and explore the benefits and drawbacks of implementing such collaborations. In addition, students' attitudes…

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…

One-teach/one-assist and one-teach/one-observe are the two most widely used co-teaching models. Special educators often take on the support role when these models are used. At times, co-teachers in the support role may be unclear about how to implement active instructional practices that engage students and improve student outcomes. In this…

General and special education teachers in a northern California school district (NCSD) have concerns about the academic performance of students with learning disabilities (SwLD) as they frequently have deficits in English language arts and math on state-mandated assessments. Teachers at NCSD were concerned about the pull-out model where SwLD are…

One Mandarin immersion programming model involves a pair of partner teachers switching cohorts of students. Many programs meet their staffing needs with international teachers that remain with the school district for 1-3 years. Due to transient staffing, many partner teachers find themselves as mentors to their immersion teachers and maintain the…