Co-Planning is the Key to Successful Co-Teaching

Bryant, Mimi; Land, Sue

doi:10.1080/00940771.1998.11495917

Cited by 5 publications

(7 citation statements)

References 3 publications

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“…Benzer kaygı ifadelerine, başka çalışmalarda da rastlanmaktadır (Pratt, 2004;Peper, 2010;Jarvis, 2014 (Gürgür, 2005;Nevin vd., 2008;Cramer vd., 2010;Mulhollanda and O'Connorb, 2016;Brown, 2013;Jarvis, 2014;Pratt, 2014) Öğretmenlerin birlikte öğretim uygulamalarının planlama sürecinde; alan yazınla benzer şekilde (Gürgür, 2005;Kirch vd. 2005;Bryant and Land, 1998;McCormick vd., 2001;Keefe and Moore, 2004;Gürgür, 2005;Pratt, 2014;Kayhan, 2017) (Eren, 2017;Acat, 2017), hem öğretilecek materyallerde, hem de sınıfın fiziksel koşullarında düzenlemeler ön gördükleri (Bryant and Land, 1998;Mc Cormick vd., 2001;Keefe and Moore, 2004;Gürgür, 2005;Pratt, 2014;Kayhan, 2017). Sınıf içi uygulamalardaki rol ve sorumluluğu paylaşarak, sınıf yönetimini korumaya çalıştığı (Dean,2014;Rice and Zigmond, 2010;Thielemann, 2011) görülmüştür.…”

Section: Veri Toplama Aracıunclassified

Kaynaştirma Eği̇ti̇mi̇nde Bi̇rli̇kte Öğreti̇m Üzeri̇ne Uygulamali Bi̇r Çalişma

AKÇAMETE¹

2020

kesit

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Araştırmanın amacı, katılımcı sınıf ve özel eğitim öğretmeninin, yürüttükleri birlikte öğretim uygulamaları hakkında görüşlerinin belirlenmesidir. Araştırma nitel bir çalışmadır. Katılımcılar, ‚amaçlı örnekleme yöntemi‛ ile belirlenmiştir. Çalışma grubunu, Kuzey Kıbrıs'ta kaynaştırma uygulaması yapılan bir ilkokulun 2. sınıfın-* Yakın Doğu Üniversitesi Eğitim Bilimleri Enstitüsü Özel Eğitim Bölümünde sunulan ‚Özel Gereksinimli Öğrencilerin Okuduğunu Anlama Becerilerinin Geliştirilmesinde Birlikte Öğretim Yaklaşımının Etkililiğinin Değerlendirilmesi‛ başlıklı doktora tezinden üretilmiştir. No conflicts of interest were reported for this article./Bu makale için herhangi bir çıkar çatışması bildirilmemiştir. It has been reported by the responsible author that an ethics committee report is not required. /Etik kurul raporu gerekmediği bildirilmiştir.

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Section: Veri Toplama Aracıunclassified

Kaynaştirma Eği̇ti̇mi̇nde Bi̇rli̇kte Öğreti̇m Üzeri̇ne Uygulamali Bi̇r Çalişma

AKÇAMETE¹

2020

kesit

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“…The existing literature on co-planning provides considerations regarding creating a plan. For example, Bryant and Land (1998) talked about planning for cooperative grouping, vocabulary development, and planning for assessment. Murawski (2012) also provided some general directions for how teachers should work together to co-plan, such as "select an appropriate environment without distractions" (p. 9) and "determine regular roles and responsibilities" (p. 10).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Research suggests co-planning is a critical component for successful co-teaching (Bryant & Land, 1998;Davis, Dieker, Pearl, & Kirkpatrick, 2012;Murawski, 2012). However, very little advice has been provided about how to co-plan effectively.…”

Section: Co-teaching Internship Paradigmmentioning

confidence: 99%

“…While the need for co-planning in internship settings and beyond is widely acknowledged (Bryant & Land, 1998;Davis et al, 2012;Murawski, 2012), little guidance is available on strategies to productively engage in co-planning. In this article we have adapted the strategies from the coteaching literature (Bacharach et al, 2010;Murawski & Spencer, 2011) to provide possible strategies for how two teachers might interact as they plan lessons together.…”

Section: Current and Future Researchmentioning

confidence: 99%

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Co-Planning Strategies for Mentor Teachers and Interns

Grady

Cayton

Preston³

et al. 2019

tpre

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Planning for instruction is a complex and important task, requiring teachers to consider content, lesson objectives, and student learning. Teachers’ ability to attend to the complexity of planning differs with experience level and is especially difficult for novices and pre-service teachers. We examine the potential of co-planning during the internship experience to assist interns in making the transition from being a mathematics education student to becoming a mathematics teacher. We describe six strategies to facilitate co-planning between mentor teachers and interns. Implications for these strategies in other teaching contexts and relationships will be shared, as well as current and future research efforts.

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“…To deal with this dilemma and provide effective instruction for ELLs, collaboration models or team-teaching between ESL teachers and mainstream classroom teachers are highly recommended by researchers (Penfield, 1987;Hudson, 1989;Hurren, 1993;de Jong, 1995;Portocarrero & Bergin, 1997;Bryant & Land, 1998;Hruska, 2000). Among these researchers, some provide specific models drawn from the studies on team-work among teachers in different areas such as ESL, transitional bilingual, mainstream classroom or subject area teachers, school librarians and school counsellors.…”

Section: A Collaboration Between Esl and Regular Classroom Teachers Fmentioning

confidence: 99%