Active Instruction for Co-Teachers in a Support Role

Autor/inn/en	King-Sears, Margaret E.; Jenkins, Melissa C.
Titel	Active Instruction for Co-Teachers in a Support Role
Quelle	In: Intervention in School and Clinic, 55 (2020) 5, S.301-306 (6 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (King-Sears, Margaret E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451219881729
Schlagwörter	Team Teaching; Teacher Role; Special Education Teachers; Teacher Collaboration; Regular and Special Education Relationship; Teaching Models; Evidence Based Practice; Learner Engagement; Students with Disabilities; Scaffolding (Teaching Technique); Group Instruction; Student Reaction; Cues + Suchen Sie Ihr Suchwort? Teamteaching; Lehrerrolle; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerkooperation; Lehrmodell; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Gruppenunterricht; Schülerkritik; Stichwort
Abstract	One-teach/one-assist and one-teach/one-observe are the two most widely used co-teaching models. Special educators often take on the support role when these models are used. At times, co-teachers in the support role may be unclear about how to implement active instructional practices that engage students and improve student outcomes. In this article, opportunities to respond and contingent support are described as two research-based practices that can be implemented by co-teachers in the support role. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01