Establishing Parity in Middle and Secondary Co-Taught Classrooms

Autor/inn/en	Conderman, Greg; Liberty, Lisa
Titel	Establishing Parity in Middle and Secondary Co-Taught Classrooms
Quelle	In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 91 (2018) 6, S.222-228 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-8655
DOI	10.1080/00098655.2018.1524358
Schlagwörter	Middle School Teachers; Teacher Collaboration; Team Teaching; Classroom Environment; Regular and Special Education Relationship; Power Structure; Special Education Teachers; Teacher Role; Paraprofessional School Personnel; Educational Planning; Student Evaluation + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Lehrerkooperation; Teamteaching; Klassenklima; Unterrichtsklima; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrerrolle; Bildungsplanung; Schulnote; Studentische Bewertung
Abstract	Co-teaching is one approach for providing instruction in the general education classroom for students with and without disabilities. In this approach, two licensed teachers (usually one general educator and one special educator) teach a diverse group of students. Researchers have confirmed that often co-teachers do not experience parity; that is, they do not share, distribute, and implement tasks equally. Often, the special educator assumes the role of a paraprofessional rather than an equal. This article presents reasons for this lack of parity and provides specific ideas for honoring the expertise of both co-teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01