This qualitative case study explored the methods of how one Mid-Atlantic suburban school district implemented the inclusive practice of co-teaching at the secondary level to examine its effectiveness. Two high schools were evaluated through interviews with co-teachers who implemented this inclusive practice and administrators who supervised and…

This study examined the factors shaping co-teaching within a Finnish primary school's community. The qualitative study was conducted by teacher and principal interviews and teacher surveys. Thematic content analysis revealed five factors establishing the co-teaching practices: providing collegial support, team building, continuous professional…

The wide range of learning needs in elementary and secondary general education classrooms presents both a challenge and an opportunity for general and special education teachers. It is critical for teacher self-efficacy and student success that teachers believe they are equipped with the knowledge and instructional strategies to plan and implement…

Teachers, a population already vulnerable to high stress, experienced heightened demands, and reduced resources during the COVID-19 pandemic. This longitudinal study utilized inductive thematic analysis to explore 241 K-12 teachers' qualitative accounts of stressors, supports, and pandemic-specific impacts through their responses to three…

Two brains are better than one, as the saying goes, and this is especially true in education. Educators who employ effective collaboration and co-teaching greatly amplify student engagement, achievement, and growth, particularly for those learners needing extra support. Written by two of the nation's top experts in co-teaching, "Connecting…

The present study examined the professional identity development of five student-teachers in the context of team-teaching. Data were collected from stimulated recall sessions, semi-structured interviews, and reflective reports, which were analyzed through thematic analysis. Findings indicate that the student-teachers' professional identity was…

There is an increased focus on schools and school systems to develop teaching teams to improve school teaching and learning practices. As such, effectual school leadership has become synonymous with creating the conditions for teachers to work collaboratively to improve school teaching and learning. Middle leaders, teachers who are formally…

This study examines the impact of course-based collaboration between an elementary teacher education program and a writing center. Written texts of preservice teachers (n=141) were analyzed to establish the most frequent errors/problems in their writing. Based on the first analysis, the researchers designed and implemented an intervention focused…

The authors provide the reader an opportunity to see how second-grade children can use a twelfth-century painting as historical evidence to identify transportation modes, economic activities, and cultural features of Bianjing, an ancient Chinese city. They compare Bianjing with their community using modern mapping technology. Through this…

Special educators of students with reading disabilities in upper elementary are tasked with remediating large deficits in reading while ensuring attainment of grade-level curriculum. Using a qualitative approach, this study investigated the reading instruction of six teachers in three schools in one district. Through interviews, an investigation…

The No Child Left Behind Act and the Individuals with Disabilities Education Act prompted schools to explore better methods of educating all students. Collaborative teaching was presented as a solution where a general education teacher and a special education teacher work together with a group of diverse learners. The problem was the perceptions…

For decades, the gap between theory and practice has remained the central problem of teacher education. This study will present an alternative approach in an attempt to try to bridge the gap between theory and practice in a teacher education course focused on inclusive education. The approach is based on a model that integrates a university-based…

The purpose of this study was to determine the effectiveness of co-teaching versus inclusive non-co-teaching for students with disabilities (SWD) using algebra I end-of-course scores (EOC) and whether these effects differed by gender. Participants included 244 ninth-grade algebra I SWD. The research design consisted of a posttest only with a…

When school districts do not have established policies to guide training, practice and professional development for all co-teaching staff, inconsistencies and inequities may arise for the student populations most directly impacted by the lack of those policies, including both general and special education students. In order to best serve the…

Using the Danielson Framework for Teaching, we compare educators' perceptions of the effectiveness of traditional and co-teaching student teaching models. This study frames student teaching as a community of practice with Vygotsky's Zone of Proximal Development as a key feature of the experience. This study uses a mixed methods sequential design.…