Co-teaching is gaining popularity as an instructional delivery service for supporting students in diverse classrooms. In spite of recent research indicating its effectiveness, co-teaching does not always realize its potential; often due to interpersonal or communication issues occurring between co-teachers. This article describes ways co-teachers…

Teachers are expected to possess not only the necessary knowledge and training to support mathematical content but also the pedagogical skills to support the learning needs of all students. Coteaching can provide solutions for general educators in diverse mathematics environments through collaboration with a special educator. This teaming can have…

In this article we investigate educational leadership as a site of practice, utilising the notion of "practice architectures" as our lens. The latter shifts Etienne Wenger's more individualising notion of 'learning architectures' to a broader study of the systems and organisations that prefigure educational practices and potentially,…

As teacher educators, the authors have had the advantage of interacting with and observing teachers from the preservice years through induction and into mentoring roles. They recommend that teacher-preparation programs, with their school partnerships, offer co-teaching experiences within the range of field experiences for preservice teacher…

Purpose: The purpose of this study is to examine the meaning of teacher leadership from teachers' perspectives. The authors examine teachers' practice of and talk about legitimate sources of power and influence in the context of an urban high school reform. Design: This is an interpretive study of teacher leadership situated in one small high…

Technology has brought tremendous advancements in online education, spurring transformations in online pedagogical practices. Online learning in the past was passive, using the traditional teacher-centred approach. However, with the tools available today, it can be active, collaborative, and meaningful. A well-developed task can impel learners to…

Any given year, general and special education teachers may find themselves managing and supervising one or more paraprofessionals within their classrooms. Paraprofessionals represent a growing and important segment of personnel used to provide support for students with severe learning or behavioral needs in self-contained and inclusive settings.…

Filled with down-to-earth ideas, suggestions, strategies, and techniques, "The Co-Teaching Book of Lists" provides educators with a hands-on resource for making the co-teaching experience a success. Written by educator and popular teacher trainer Kathy Perez, this book gives educators a classroom-tested and user-friendly reference for the…

The use of e-learning has been extended beyond simply providing access to information to providing the ability to learn collaboratively via an interactive learning environment. The ability to create an online collaborative and interactive environment is a challenge. This study strove to examine the most effective design and facilitative strategies…

Atlantic High School, a small rural school in the state of Virginia, offered co-taught inclusion classes as an optional placement for student with disabilities for the first time in the 2008-2009 school year. While inclusion was thought to afford multiple benefits for students with learning disabilities, it also presented instructional challenges…

Co-teaching, the pairing of general and special education teachers in a general education classroom, requires a high degree of expertise on the part of both teachers. Done well, it can be compared to a strong marriage--partners sharing and planning, reflecting and changing. Done poorly, it can be described as a blind date--co-teachers just waiting…

In the current era of educational reform and accountability, co-teaching has emerged as a popular and widely implemented service delivery model for students with special needs. The intent of this inquiry was to examine the roles and responsibilities assumed by the elementary special educator during the practice of co-teaching. Using naturalistic…

This article explores the social-psychological process of identity negotiation in collaborative teaching, using Erving Goffman's (1959) theoretical tradition of dramaturgy to analyze the classroom itself as a performance venue. A dramaturgical analysis of collaborative teaching is especially significant given this growing pedagogical trend because…

This article presents a study of the Collaboration Centers Project (CCP), which is a pseudonym for a three-year, federally-funded program that focused on helping in-service teachers better address the needs of English language learners (ELLs) in their classrooms. The CCP is important to study because of its clear intention to integrate real…

This paper describes the findings of a study of general and special educators' perceptions of co-teaching in elementary and middle school classrooms. A total of 85 students, 20 general education, and 11 special education teachers participated in this investigation in which student drawings were used as both data and as tools to spark teacher…