Indigenous educational models in higher education that incorporate Elder wisdom, knowledge, and experience are supported by educators but often not well understood or implemented. This study provides an in-depth exploration of six Elders' experiences serving as members of university instructor teams in a Rural Human Services university program.…

The purpose of this study is to examine the impact of professional development in co-teaching on teacher self-efficacy amongst general and special education rural high school teachers. A causal-comparative research design was used to survey 256 rural high school teachers from the South and Midwest regions of the U.S. to measure their self-efficacy…

The current study explores the parental perspectives of children with intellectual disabilities (ID) on the effectiveness of inclusive education in Greek mainstream schools. The participants were 83 parents, whose children had different degrees of ID and all of them were attending mainstream schools at the time of the study. They completed a…

We examined the effects of a professional development (PD) with coaching model designed to improve literacy and co-taught instruction for students with and without disabilities in co-taught content-area middle school classes. Eleven co-teaching pairs in nine schools were randomly assigned to the Content Area Literacy Instruction (CALI) condition…

This article presents a case study conducted by three co-instructors (one faculty member and two practicing principals) who examined their experiences co-teaching a newly revised, graduate-level, principal preparation course. Three themes were identified through their experiential stories: strengths of the co-teaching model, supports and needs,…

The Individuals with Disabilities Education Act mandates that all school districts provide a free appropriate public education to students with Individualized Education Plans in their least restrictive environment. Co-teaching in inclusion classrooms is a collaborative effort, with a general education teacher and a special education teacher, to…

New York State adopted regulations that mandate collaboration among ESOL and content teachers in integrated periods where ELLs are mainstreamed into general education classes. We documented trends in elementary and ESOL teachers' co-teaching practices across 3 years of state policy implementation. Findings revealed that even with limited…

Understanding mathematics teacher noticing has been the focus of a growing body of research, in which student work and classroom videos are often used as artifacts for surfacing teachers' cognitive processes. However, what teachers notice through reflecting on artifacts of teaching may not be parallel to what they notice in the complex and…

Effective inclusion of pupils with special educational needs (SEN) in multi-grade classrooms is complex, depending on the ability of teachers to meet challenges posed in delivering a broad and balanced curriculum while simultaneously meeting the often quite specific needs of pupils with SEN. This paper details the findings of research which…

Education specialists are strongly advocating the use of collaborative teaching (co-teaching) approaches to facilitate the inclusion of pupils with Special Educational Needs (SEN) in mainstream settings. The current study analysed the impact of co-teaching on the numeracy attainment of students in two, mixed-gender Irish primary classes (N = 45;…

As technology is an integral part of modern teaching and learning processes, teacher-candidates need to fully achieve a new set of technology competencies through ongoing and timely supports provided by teacher preparation institutions, state offices of education and school districts. This study measured the current technology-competency levels of…

Positive behavior interventions and supports (PBIS) improve student behavior. Yet, teachers may not receive adequate training to implement PBIS at the classroom level. This study evaluated class-wide function-related intervention teams (CW-FIT) as a classroom-level behavior management system to determine whether the behavior of middle school…

Co-teaching is a widely-used service delivery model to support students with disabilities in accessing the general curriculum in the United States. The pairing of a special educator and general educator is meant to produce substantively different instruction than when the general educator teaches alone. Research into these instructional…

A graduate elective course in Research Data Management (RDM) was developed and taught as a team by a research librarian and a research active faculty member. Coteaching allowed each instructor to contribute knowledge in their specialty areas. The goal of this course was to provide graduate students the RDM knowledge necessary to efficiently and…

Coteaching is a teaching strategy that requires 2-teachers to collaborate in developing a course syllabus, selecting materials, and assessing students' work. The research problem, addressed in this study, was an appeal to educate the diverse adult population whose needs could not be addressed through traditional instructions at Rex College.…