{"title":"Pedagogical strategies in the cotaught K–12 inclusive setting: role responsibility for teacher partners and leaders","authors":"Carol A. Mullen, Jennifer L. Fleming","doi":"10.1080/13664530.2024.2357769","DOIUrl":null,"url":null,"abstract":"Knowledge of instructional strategies in cotaught K–12 classrooms raises awareness of this unique collaboration for benefitting students with disabilities. The purposes of this qualitative study we...","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":"33 1","pages":""},"PeriodicalIF":0.8000,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teacher Development","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/13664530.2024.2357769","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Knowledge of instructional strategies in cotaught K–12 classrooms raises awareness of this unique collaboration for benefitting students with disabilities. The purposes of this qualitative study we...
期刊介绍：
Teacher Development is a fully refereed international journal publishing articles on all aspects of teachers" professional development. It acts as a forum for critical and reflective attention to practice in teacher development and aims thereby to contribute to the quality of professional development. The journal takes a "whole-career" view of teacher development, and work from both international and inter-professional perspectives is welcome. Articles may deal with teacher development in varying political and professional contexts, and may be in a variety of styles, in keeping with the diversity of activity in professional development.
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