A Guide to Co-Teaching
Corwin Press Inc (Verlag)
978-0-7619-3940-5 (ISBN)
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In A Guide to Co-Teaching the reader is guided through the planning, implementation, and reflection phases with the help of these practical features:
} tips on why some co-teaching arrangements work where others fail
} straightforward self-assessments to make sure your goals are being met
} chapters dedicated to each of the different approaches to co-teaching: supportive, parallel, complementary and team teaching
} quotes and advice from teachers and students who have been successful in co-teaching experiences
} answers to frequently asked questions about implementing co-teaching and its effects o teachers, students and their families
{ discussions of how administrators can support teachers to move toward co-teaching.
Learn more about Richard Villa′s PD offerings Richard A. Villa is president of Bayridge Consortium, Inc. His primary field of expertise is the development of administrative and instructional support systems for educating all students within general education settings. Villa is recognized as an educational leader who inspires and works collaboratively with others to implement current and emerging exemplary educational practices. His work has resulted in the inclusion of children with intensive cognitive, physical, and emotional challenges as full members of the general education community in the school districts where he has worked and consulted. Villa has been a classroom teacher, special education administrator, pupil personnel services director, and director of instructional services and has authored 4 books and over 70 articles and chapters. Known for his enthusiastic, humorous style, Villa has presented at international, national, and state educational conferences and has provided technical assistance to departments of education in the United States, Canada, Vietnam, and Honduras and to university personnel, public school systems, and parent and advocacy organizations. Jacqueline S. Thousand, Ph.D., is Professor Emerita at California State University San Marcos, where she designed and coordinated special education professional preparation and Master’s degree programs in the College of Education, Health, and Human Services. She previously taught at the University of Vermont, where she directed Inclusion Facilitator and Early Childhood Special Education graduate and postgraduate programs and coordinated federal grants, which, in the early 1980s, pioneered the inclusion of students with moderate and severe disabilities in general education classrooms of their local schools. Prior to university teacher, Dr. Thousand served as a special educator in Chicago area and Atlanta public schools and as the coordinator of early childhood special education services for children ages 3 through 6 in the Burlington, Vermont area. Dr. Thousand is a nationally known teacher, author, systems change consultant, and disability rights and inclusive education advocate. She is the author of 21 books and numerous research articles and chapters on issues related to inclusive education, organizational change strategies, differentiated instruction and universal design, co-teaching and collaborative teaming, cooperative group learning, creative problem solving, positive behavioral supports, and, now, culturally proficiency special education. Dr. Thousand is actively involved in international teacher education and inclusive education endeavors and serves on the editorial boards of several national and international journals. Ann I. Nevin is professor emerita at Arizona State University and visiting professor at Florida International University. The author of books, research articles, and numerous chapters, Nevin is recognized for her scholarship and dedication to providing meaningful, practice-oriented, research-based strategies for teachers to integrate students with special learning needs. Since the 1970s, she has co-developed various innovative teacher education programs that affect an array of personnel, including the Vermont Consulting Teacher Program, Collaborative Consultation Project Re-Tool sponsored by the Council for Exceptional Children, the Arizona State University program for special educators to infuse self-determination skills throughout the curriculum, and the Urban SEALS (Special Education Academic Leaders) doctoral program at Florida International University. Her advocacy, research, and teaching spans more than 38 years of working with a diverse array of people to help students with disabilities succeed in normalized school environments. Nevin is known for action-oriented presentations, workshops, and classes that are designed to meet the individual needs of participants by encouraging introspection and personal discovery for optimal learning.
Preface: Why Co-Teach? What Experience, History, Law, and Research Say!
About the Authors
1. What Is Co-Teaching?
What Co-Teaching Is Not
What Is Co-Teaching?
The Elements of Co-Teaching
2. The Day-to-Day Workings of Co-Teaching Teams
What Does Co-Teaching Look Like? Four Approaches
Who Co-Teaches?
Meet Three Co-Teaching Teams
Roles and Responsibilities of Co-Teaching Partners
Issues to Resolve in Planning Co-Teaching Lessons
How Do We Know That We Truly Are Co-Teaching?
3. Supportive Teaching
Vignettes: Supportive Teaching
Analyzing the Cooperative Process in the Supportive Teaching Vignettes
Frequently Asked Questions
4. Parallel Teaching
Vignettes: Parallel Teaching
Analyzing the Cooperative Process in the Parallel Teaching Vignettes
Frequently Asked Questions
5. Complementary Teaching
Vignettes: Complementary Teaching Teams in Action
Analyzing the Cooperative Process in the Complementary Teaching Vignettes
Frequently Asked Questions
6. Team Teaching
Vignettes: Team Teaching in Action
Analyzing the Cooperative Process in the Team-Teaching Vignettes
Frequently Asked Questions
7. Students as Co-Teachers
Vignettes: Students in Co-Teaching Roles
Analyzing the Cooperative Process for Students as Co-Teachers
Preparing Students to Be Co-Teachers
The Research Base for Students as Co-Teachers
Assessing Students as Co-Teachers
Frequently Asked Questions
8. Meshing Planning With Co-Teaching
Planning for Starting Out as Co-Teachers
Finding and Creating Time for Ongoing Planning and Reflection
Effective and Efficient Use of Planning Time
Lesson Planning as Co-Teachers
Planning for Professional Growth and Future Partnerships
9. From Surviving to Thriving: Tips for Getting Along With Your Co-Teachers
Advice From Co-Teachers
Keeping Communication Alive
Understanding the Developmental Nature of Co-Teaching Relationships
Managing Conflict
Tips for Dealing With Challenging and Unproductive Behavior
Tips for Avoiding Potential Problems
10. A Retrospective on Developing a Shared Voice Through Co-Teaching - Nancy Keller and Lia Cravedi-Cheng
Nancy′s Voice
Lia′s Voice
Our Voice
Our First Year - Developing Trust
Year 2 - Sustaining Trust
Final Reflections
11. Training and Administrative and Logistical Support for Co-Teaching
Building a Vision
Building the Skills and Capacity for Co-Teaching
Incentives to Engage People in Co-Teaching
Resources for Co-Teaching
Summary
Resource A: A Checklist of Sample Supplemental Supports, Aids, and Services
Resource B: Examples of Supportive, Parallel, Complementary, and Team-Teaching Lesson Plans
Glossary
References
Index
| Erscheint lt. Verlag | 11.6.2004 |
|---|---|
| Verlagsort | Thousand Oaks |
| Sprache | englisch |
| Maße | 215 x 279 mm |
| Gewicht | 540 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule |
| ISBN-10 | 0-7619-3940-7 / 0761939407 |
| ISBN-13 | 978-0-7619-3940-5 / 9780761939405 |
| Zustand | Neuware |
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