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Autor/inn/enBrownell, Mary T.; Adams, Alyson; Sindelar, Paul; Waldron, Nancy; Vanhover, Stephanie
TitelLearning from Collaboration: The Role of Teacher Qualities
QuelleIn: Exceptional Children, 72 (2006) 2, S.169 (17 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0014-4029
SchlagwörterCooperation; Special Needs Students; Disabilities; Inclusive Schools; Teacher Collaboration; Teamwork; Regular and Special Education Relationship; Faculty Development; Classroom Techniques; Teaching Methods; Case Studies; Urban Schools; Elementary School Teachers
AbstractIn special education, professional collaboration is viewed as a powerful tool for helping teachers serve students with disabilities. An underlying assumption is that general educators will improve practice if they have opportunities to participate in collaborative professional development aimed at improving instruction for students with disabilities. Although sustainability studies suggest that teachers benefit from such collaboration, evidence also demonstrates that they profit differently. This study examined how teachers who readily adapt and adopt strategies acquired in collaboration differed from those who do not. Findings revealed differences in knowledge of curriculum, pedagogy, student management, and student-centered instruction, as well as differences in ability to reflect on and adapt instruction. Implications for improving professional collaboration in schools are provided. (Contains 1 table.) (Author).
AnmerkungenCouncil for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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