Tangible and Intangible Elements of Collaborative Teaching

Tannock, Michelle T.

doi:10.1177/1053451208318682

Cited by 10 publications

(10 citation statements)

References 14 publications

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“…The results indicate that cooperative teaching clearly enhanced the reading skills of the participants. These findings are consistent with the results of many studies indicating the effectiveness of cooperative teaching on learning disability (Aronson & Orr, ; Friend et al, ; Gadke, ; MacCarthy, ; Wendy Weichel Murawski & Swanson, ; Scruggs, Mastropieri, & McDuffie, ; Tannock, ; James M. Walsh, ; James M Walsh & Conner, ; James M Walsh & Snyder, ; Wiebe Berry, ).…”

Section: Discussionsupporting

confidence: 89%

“…Documentation and use of objective materials and tangible elements are as a way to present the content in the cooperative approach. Lack of the use of programs can lead to forgetting content by the learners (Tannock, ).…”

Section: Discussionmentioning

confidence: 99%

“…The present training package was developed by researchers based on existing theories in cooperative teaching in accordance with the principles of psychology and learning adapted to the second grade of elementary school (Aronson & Orr, ; Cobb, ; R. E. Cook, Klein, & Tessier, ; Gadke, ; Halvorsen & Neary, ; Murray, ; Tannock, ; James M. Walsh, ). After coordination, it was prepared for intervention and was administered in 15 sessions.…”

Section: Measurement Toolsmentioning

confidence: 99%

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The Effect of Cooperative Teaching on the Development of Reading Skills among Students with Reading Disorders

Pisheh¹,

Sadeghpour²,

NejatyJahromy³

et al. 2017

Support for Learning

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Cooperative teaching is the result of efforts made by two educators for teaching a heterogeneous group of students, especially one including those with specific needs, due to reading disorders for instance. The present study serves as an experimental investigation focusing on the effect of cooperative teaching on the development of reading skills among students with a reading disorder. To achieve this, three female students were selected from a regular primary school in the 2nd education district of Tabriz, Iran. The research design was a multiple baseline single subject design with different children, in which we used the reading and dyslexia test (RDT) and the revised Wechsler Intelligence Scale to diagnose reading disorders, and a researcher-made hundred-word test to measure the development of reading skills. The children received five cooperative teaching sessions during only the (experimental) intervention, i.e. in the baseline and the follow-up stages, they were not exposed to any cooperative teaching. The comparisons of the V C 2017 NASEN students' performance in experimental phases showed that cooperative teaching is an effective technique for developing reading skills and that the effectiveness of this technique was also maintained over time. This work is the first empirical demonstration of the effectiveness of co-teaching in dealing with dyslexic reading disabilities. It additionally serves as the first instance of applying co-teaching to any form of reading disability in Iran.

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Section: Discussionsupporting

confidence: 89%

Section: Discussionmentioning

confidence: 99%

Section: Measurement Toolsmentioning

confidence: 99%

See 1 more Smart Citation

The Effect of Cooperative Teaching on the Development of Reading Skills among Students with Reading Disorders

Pisheh¹,

Sadeghpour²,

NejatyJahromy³

et al. 2017

Support for Learning

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show abstract

“…The CC model is triadic with the components of knowledge, interpersonal communication skills, and intrapersonal reflection skills having equal weight in the process. Collaborative relationships between diverse professionals can improve less experienced team members perceptions that they can successfully teach students with disabilities (Tannock, 2009;Brownell & Pajares, 1996).…”

Section: Collaborative Consultationmentioning

confidence: 99%

The Impact of a Collaborative Consultation Service Delivery Model for Rural Deaf/Hard of Hearing Students

Pedersen¹,

Beste-Guldborg²

2019

JEL

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Educating students who are deaf and hard of hearing (D/HH) is complex; compounding this complexity is the situation in rural areas, where the incidence levels are lower, students are more spread out, and the availability of specialty staff is more limited. The purpose of this mixed-methods action research study was to examine the impact of a collaborative consultation (CC) service delivery model on the knowledge and self-efficacy of school professionals who serve students who are D/HH in rural areas. A case study research design was used on a team of 3 school professionals from a rural school in the Upper Midwest. Findings indicated that CC increased the knowledge and self-efficacy of school professionals serving rural D/HH students. Implications for social change pertain to education administrators, inservice educators, and D/HH students.

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“…The Council for Exceptional Children (CEC) recommended to demonstrate collaboration between special and general educators (CEC, 2015). This collaboration provides opportunities for them to share their skills (Kritikos & Bimaum, 2003;Tannock, 2009;Blask, 2011). Krüger and Yorke (2010) emphasized the positive impacts of collaborative co-teaching strategy on the performance and interactions of general education teachers.…”

Section: Introductionmentioning

confidence: 99%

Mainstreaming in Kingdom of Saudi Arabia: Obstacles Facing Learning Disabilities Resource Room

Al-Zoubi

Rahman

2016

JSE

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The aim of this study was to identify the obstacles facing learning disabilities resource room (LDRR). The sample of the study consisted of 42 teachers working in learning disabilities resource room (LDRR) at Najran in the Kingdom of Saudi Arabia (KSA). A questionnaire was developed and distributed to the sample of the study. The results indicated that there were obstacles facing LDRR related to learning disabilities teacher, collaboration of others, and facilities and equipment.

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Tangible and Intangible Elements of Collaborative Teaching

Cited by 10 publications

References 14 publications

The Effect of Cooperative Teaching on the Development of Reading Skills among Students with Reading Disorders

The Effect of Cooperative Teaching on the Development of Reading Skills among Students with Reading Disorders

The Impact of a Collaborative Consultation Service Delivery Model for Rural Deaf/Hard of Hearing Students

Mainstreaming in Kingdom of Saudi Arabia: Obstacles Facing Learning Disabilities Resource Room

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