Benefits for Coteachers of Students with Disabilities: Do Contextual Factors Matter?

Autor/inn/en	Stefanidis, Abraham; King-Sears, Margaret E.; Brawand, Anne
Titel	Benefits for Coteachers of Students with Disabilities: Do Contextual Factors Matter?
Quelle	In: Psychology in the Schools, 56 (2019) 4, S.539-553 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stefanidis, Abraham) ORCID (King-Sears, Margaret E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22207
Schlagwörter	Team Teaching; Disabilities; Social Cognition; Context Effect; Special Education; Special Education Teachers; Regular and Special Education Relationship; Educational Benefits; Cooperative Planning + Suchen Sie Ihr Suchwort? Teamteaching; Handicap; Behinderung; Soziale Kognition; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Bildungsertrag
Abstract	Drawing on Bandura's social learning and social cognitive theory, we empirically investigate contextual factors that may influence perceived benefits of coteaching for teachers. Special and general education coteachers have reported that necessary contextual factors for them to be effective include: sufficient coplanning time, relationship quality, and parity. In this study, 147 special and general education coteachers from suburban and rural schools across the United States responded to the "Co-teacher Questionnaire" to determine what contributes to their perceived benefits of coteaching students with disabilities. Hierarchical linear regression analyses indicated that coplanning (ß = 0.22; p = 0.01) and relationship quality (ß = 0.30; p = 0.01) positively influenced the coteachers' perceived benefits of coteaching (Cohen's f[superscript 2] = 0.47), whereas parity was not corroborated to have a significant impact. These not previously empirically studied relationships inform the field by clarifying the importance of the contextual factors for coteachers. Implications for the practitioners and researchers are offered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01