Voices from the Field: Multiple Perspectives on a Co-Teaching in Student Teaching Model

Autor/inn/en	Bacharach, Nancy; Heck, Teresa Washut
Titel	Voices from the Field: Multiple Perspectives on a Co-Teaching in Student Teaching Model
Quelle	In: Educational Renaissance, 1 (2012) 1, S.49-62 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2161-1602
Schlagwörter	Team Teaching; Student Teaching; Models; Teacher Education Programs; Cooperating Teachers; Preservice Teachers; Consortia; Universities; Partnerships in Education; Federal Legislation; Educational Legislation; Grants; Elementary School Students; Reading Achievement; Mathematics Achievement; Federal Aid; Teacher Effectiveness; Achievement Tests; Cognitive Tests; Achievement Gains; Student Attitudes; Shared Resources and Services; Public Schools; Secondary School Students; Educational Benefits; College School Cooperation; Attention; Student Needs; Teacher Student Relationship; Minnesota; Minnesota Comprehensive Assessment; Woodcock Johnson Psycho Educational Battery + Suchen Sie Ihr Suchwort? Teamteaching; Teaching practice; Unterrichtspraxis; Analogiemodell; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Vereinigung; University; Universität; Hochschulpartnerschaft; Bundesrecht; Bildungsrecht; Schulgesetz; Grant; Finanzielle Beihilfe; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Kognitiver Fähigkeitstest; Achievement gain; Leistungssteigerung; Schülerverhalten; Gemeinwirtschaft; Public school; Öffentliche Schule; Sekundarschüler; Bildungsertrag; Aufmerksamkeit; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	The goal of this project is to reform teacher preparation through the implementation of a research-based model of co-teaching in student teaching at teacher preparation institutions across the country. Four years of research conducted on a co-teaching model of student teaching has demonstrated a statistically significant increase in academic performance for elementary learners in co-taught classrooms. Co-teaching is designed to assist both the cooperating teacher and teacher candidate in collaboratively planning, organizing, delivering, assessing, and sharing the physical space of the classroom, allowing the classroom teacher to partner with the teacher candidate rather than give away responsibility. The Renaissance Group (TRG), a national consortium of teacher preparation institutions, proposed to take the co-teaching model initially developed at Saint Cloud State University and provide the training and support necessary for teacher preparation institutions across the nation to successfully expand it. The 14 institutions involved in this proposal collectively produce over 2,500 teachers each year and work with over 600 school partners. One hundred percent of these institutions work with high needs schools and all of them place students in classrooms where Adequate Yearly Practice (AYP) has not been met. During the 2011-12 academic year, TRG applied to the US Department of Education for a thirteen plus million dollar grant on behalf of its member universities to expand the co-teaching model. Although the proposal was not funded, the co-teaching model has become a high priority and practice in educator preparation institutions across the country. (As Provided).
Anmerkungen	The Renaissance Group. University of North Carolina Wilmington, 626 MacMillian Avenue, Wilmington, NC 28409. Web site: https://educationalrenaissance.org/index.php/edren
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01