Literaturnachweis - Detailanzeige
Autor/inn/en | Scruggs, Thomas E.; Mastropieri, Margo A.; McDuffie, Kimberly A. |
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Titel | Co-Teaching in Inclusive Classrooms: A Metasynthesis of Qualitative Research |
Quelle | In: Exceptional Children, 73 (2007) 4, S.392-416 (25 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0014-4029 |
Schlagwörter | Qualitative Research; Disabilities; Self Advocacy; Study Skills; Special Education Teachers; Peer Relationship; Conventional Instruction; Team Teaching; Inclusive Schools; Mainstreaming; Regular and Special Education Relationship; Meta Analysis; Teacher Attitudes; Barriers; Teacher Collaboration; Teacher Role; Teaching Methods; Administrator Role Qualitative Forschung; Handicap; Behinderung; Selbstbehauptung; Studientechnik; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Peer-Beziehungen; Teamteaching; Inclusive school; Integrative Schule; Meta-analysis; Metaanalyse; Lehrerverhalten; Lehrerkooperation; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode |
Abstract | Thirty-two qualitative investigations of co-teaching in inclusive classrooms were included in a metasynthesis employing qualitative research integration techniques. It was concluded that co-teachers generally supported co-teaching, although a number of important needs were identified, including planning time, student skill level, and training; many of these needs were linked to administrative support. The dominant co-teaching role was found to be "one teach, one assist," in classrooms characterized by traditional instruction, even though this method is not highly recommended in the literature. The special education teacher was often observed to play a subordinate role. Techniques often recommended for special education teachers, such as peer mediation, strategy instruction, mnemonics, and training of study skills, self-advocacy skills, and self-monitoring, were infrequently observed. (Contains 1 table.) (As Provided). |
Anmerkungen | Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1 |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |