General Education Teacher Practices: Assessment, Decision-Making and the Influence of Co-Teaching

Autor/inn/en	Wherfel, Quentin M.; Monda-Amaya, Lisa; Shriner, James G.
Titel	General Education Teacher Practices: Assessment, Decision-Making and the Influence of Co-Teaching
Quelle	In: Preventing School Failure, 66 (2022) 1, S.42-51 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2021.1934650
Schlagwörter	Secondary School Teachers; Evidence Based Practice; Student Evaluation; Decision Making; Teacher Collaboration; Evaluation Methods; Students with Disabilities; Teacher Made Tests; Questioning Techniques; Teacher Effectiveness; Instructional Design; Individualized Instruction + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Decision-making; Entscheidungsfindung; Lehrerkooperation; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Befragungstechnik; Fragetechnik; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lesson concept; Lessonplan; Unterrichtsentwurf; Individualisierender Unterricht
Abstract	The current emphasis on data-based decision-making ties discussions of accountability, school improvement and educational reform to the notion that gathering and using evidence addresses questions of rigor in our schools and classrooms. The purpose of this research was to survey secondary (middle and high school) general educators (n = 126) to determine which assessments and tools they used most frequently and the types of classroom and student-specific instructional decisions they made from those assessments, particularly for students with disabilities. In addition, comparisons were made to determine if responses differed for general educators engaged in co-teaching. Results indicated that assessments used most frequently were teacher-created tests, entrance/exit slips and questioning techniques. Teachers reported using those assessments and tools for checking for understanding and verifying whether students were retaining the material. Further, those who engaged in co-teaching reported feeling more effective in using data to design and individualize instruction and make adaptations for students with disabilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01