Behaviors of Teachers in Co-taught Classes in a Secondary School

Harbort, Gina; Gunter, Philip L.; Hull, Kathleen L.; Brown, Queen; Venn, Martha L.; Wiley, Larry P.; Wiley, Ellen W.

doi:10.1177/088840640703000102

Cited by 68 publications

(50 citation statements)

References 10 publications

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“…One researcher combined teacher interviews with student drawings of their co-teachers (Bessette, 2008). Some researchers have created their own observation instruments or surveys (Austin, 2001;Conderman & Johnson-Rodriguez, 2009;Hang & Rabren, 2009;Harbort et al, 2007;Kamens et al, 2013;King-Sears & Bowman-Kruhm, 2011;Mageira & Zigmond, 2005;Nichols et al, 2010;Pancsofar & Petroff, 2013;Wilson & Michaels, 2006;Wischnowski et al, 2004). Others included document reviews of materials such as classroom activities or teacher lesson plans (Bryant Davis et al, 2012;Walther-Thomas, 1997;Wischnowski et al, 2004).…”

Section: Methodsmentioning

confidence: 99%

“…We also know they spend most of their time monitoring and responding to individual students within a whole-group environment, and a substantial amount of time on non-instructional tasks (Bettini, Kimerling, Park, & Murphy, 2015;Harbort et al, 2007;Moin et al, 2009;Murawski, 2006;Vannest, Hagan-Burke, Parker, & Soares, 2011).…”

Section: Current Research and Limitationsmentioning

confidence: 99%

“…It could be argued that having highly-trained SETs spend half of their time in class "monitoring" (Harbort et al, 2007), and if the presence of the additional adult does not improve key outcomes for students (Sweigart & Landrum, 2015), co-teaching is a waste of valuable resources. However, successful classrooms are a product of many different factors, not just teacher resources.…”

Section: Conceptual Framework Of Co-teachingmentioning

confidence: 99%

“…We know also the predominant co-teaching model used by teams is the one-teach-oneassist model, with the GET in the lead teaching role and the SET serving as an assistant, helping students stay on task or even performing clerical or housekeeping duties in the classroom (Ashton, 2014;Bessette, 2008;Brusca-Vega et al, 2011;Fenty & McDuffie-Landrum, 2011;Gürgür & Uzuner, 2010;Harbort et al, 2007;King-Sears et al, 2014;Moin et al, 2009;Ploessl & Rock, 2014;Rice & Zigmond, 2000). There is some indication this might be more true of secondary classrooms than elementary, probably due to the special educator's lack of comfort with content (Bessette, 2008;Rice & Zigmond, 2000;Scruggs et al, 2007;Weiss & Lloyd, 2002).…”

Section: Teacher Roles and Relationshipsmentioning

confidence: 99%

“…We know, for instance, SETs tend to take on an assistant role, working with students individually or performing clerical duties, such as making copies (Ashton, 2014;Bessette, 2008;BruscaVega, Brown, & Yasutake, 2011;Fenty & McDuffie-Landrum, 2011;Harbort et al, 2007;KingSears, Brawand, Jenkins, & Preston-Smith, 2014;Mageira, Smith, Zigmond, & Gebauer, 2005;Moin et al, 2009;Ploessl & Rock, 2014;Rice & Zigmond, 2000). We also know they spend most of their time monitoring and responding to individual students within a whole-group environment, and a substantial amount of time on non-instructional tasks (Bettini, Kimerling, Park, & Murphy, 2015;Harbort et al, 2007;Moin et al, 2009;Murawski, 2006;Vannest, Hagan-Burke, Parker, & Soares, 2011).…”

Section: Current Research and Limitationsmentioning

confidence: 99%

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Specialized Instruction in Co-Taught High School Classes

Rodgers¹

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Co-teaching, in which a general and special educator collaboratively teach a class comprised of students with and without disabilities, is a common service delivery model school districts employ to increase inclusion of students with disabilities (SWD) in general education.Co-teaching is intended to provide access to the general curriculum for SWD and to provide the specialized instruction they need. However, despite the widespread use of co-teaching in schools and the high cost of placing two teachers in one classroom, there is still no clear, agreed-upon definition in the literature for what co-teaching should look like in practice (what "specialized instruction" means, for example), nor is there evidence of its effectiveness in improving students' academic outcomes.Using joint outcome production theory as a foundation for the conceptual framework, this study adds to the research base on co-teaching by closely examining specialized instruction in co-taught high school classrooms. According to this theory, as SWD are included in general education classrooms, the demand on teachers' resources increases. Adding a second teacher to the classroom should address that increase and result in a gain in resources that should benefit all students in the class. The question becomes how to best deploy those additional resourceswhether the two teachers should be filling different roles in the classroom or doubling up on existing roles. This study employed a concurrent mixed methods design to answer the following research questions: a) What does instruction look like in co-taught high school classrooms? b)What school-level structural factors are in place surrounding co-teaching? and c) What teacher-, classroom-, and school-level factors are related to observed patterns of instruction? To answer these questions, I conducted observations in two rural schools across 10 co-taught classrooms and in corresponding solo-taught classrooms to identify specific examples of specialization. In addition, participating teachers and three administrators were interviewed to determine their approaches to co-teaching and their experiences with the ways in which it is implemented in their schools. Teachers also completed a survey about their experiences with co-teaching and the details of their daily schedules.I conducted two or three observations of each individual class using an observational tool called the Classroom Teaching Scan across all 10 teams for a total of 60 observations and 64 hours. Statistics were calculated regarding time use in each classroom, rates of questions and feedback, and amount of time spent in specific instructional practices. Data were also collected and analyzed on the implementation of key instructional practices, in order to compare the methods used to those recommended by the research with regard to effective instruction for SWD. I compared these data across settings and teams to create detailed descriptions of the instruction provided in co-taught classes and its adherence to evidence-based practices. I...

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Section: Methodsmentioning

confidence: 99%

Section: Current Research and Limitationsmentioning

confidence: 99%

Section: Conceptual Framework Of Co-teachingmentioning

confidence: 99%

Section: Teacher Roles and Relationshipsmentioning

confidence: 99%

Section: Current Research and Limitationsmentioning

confidence: 99%

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Specialized Instruction in Co-Taught High School Classes

Rodgers¹

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Instructional practices and behavior during reading: A descriptive summary and comparison of practices in title one and non‐title elementary schools

Stichter

Stormont

Lewis

2008

Psychology in the Schools

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Increasing achievement for all students is a focus of general and special education reform today. Especially in the area of reading, there are many children who are at risk for failure. The purpose of this study was to describe teachers' use of instructional time during literacy with students at schools with (Title One) and without (non-Title) high percentages of students in poverty. Teachers and students from 35 classrooms were each observed for approximately 5 hours, for a total of 175 observation hours. Teachers identified the time when they consistently taught literacy and were observed in 1-hour increments across 5 days. The Setting Factors Assessment Tool was used to measure the instructional context, teacher behavior, and student behavior. Main results from descriptive and statistical analyses indicate that teachers spent the majority of literacy time in whole group (40%) and independent work (32%). Only small percentages of instructional time were spent in peer work (8%), small-group work (8%), and transition (8%). When comparing Title One and non-Title classrooms, teachers in Title One classrooms used significantly more noninstructional related talk, had more instructional down time, and a higher number of student exits during instruction. A discussion of the limitations of this study and need for future research to extend these findings follows. C 2008 Wiley Periodicals, Inc.

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Benefits for coteachers of students with disabilities: Do contextual factors matter?

Stefanidis

King‐Sears

Brawand

2018

Psychology in the Schools

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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 (β = 0.22; p ≤ 0.01) and relationship quality (β = 0.30; p ≤ 0.01) positively influenced the coteachers' perceived benefits of coteaching (Cohen's f 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.

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Behaviors of Teachers in Co-taught Classes in a Secondary School

Cited by 68 publications

References 10 publications

Specialized Instruction in Co-Taught High School Classes

Specialized Instruction in Co-Taught High School Classes

Instructional practices and behavior during reading: A descriptive summary and comparison of practices in title one and non‐title elementary schools

Benefits for coteachers of students with disabilities: Do contextual factors matter?

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