{"title":"中学语文包容性课堂协同教学的有效性","authors":"Sarah Joanne Hays, None Janna Brendle, Robin Lock","doi":"10.59719/txep.v7i2.22","DOIUrl":null,"url":null,"abstract":"The purpose of this study was to investigate the ways in which co-teaching strategies were used in 4th to 8th grade English Language Arts inclusion classrooms. Through the use of a qualitative approach, data collection included interviews, a focus group, and surveys. The following themes were revealed: advantages of co-teaching, weaknesses of co-teaching, and planning. In addition, a theme of inconsistency was discovered. Results indicated that all of the participants used the one teach, one assist approach regularly. Teachers identified problems with implementing co-teaching such as lack of time to plan, classroom support, and professional development.","PeriodicalId":471559,"journal":{"name":"Texas Educator Preparation","volume":"14 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2023-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"The Effectiveness of Co-Teaching in Middle School ELA Inclusion Classrooms\",\"authors\":\"Sarah Joanne Hays, None Janna Brendle, Robin Lock\",\"doi\":\"10.59719/txep.v7i2.22\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The purpose of this study was to investigate the ways in which co-teaching strategies were used in 4th to 8th grade English Language Arts inclusion classrooms. Through the use of a qualitative approach, data collection included interviews, a focus group, and surveys. The following themes were revealed: advantages of co-teaching, weaknesses of co-teaching, and planning. In addition, a theme of inconsistency was discovered. Results indicated that all of the participants used the one teach, one assist approach regularly. Teachers identified problems with implementing co-teaching such as lack of time to plan, classroom support, and professional development.\",\"PeriodicalId\":471559,\"journal\":{\"name\":\"Texas Educator Preparation\",\"volume\":\"14 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-10-07\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Texas Educator Preparation\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.59719/txep.v7i2.22\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Texas Educator Preparation","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.59719/txep.v7i2.22","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
The Effectiveness of Co-Teaching in Middle School ELA Inclusion Classrooms
The purpose of this study was to investigate the ways in which co-teaching strategies were used in 4th to 8th grade English Language Arts inclusion classrooms. Through the use of a qualitative approach, data collection included interviews, a focus group, and surveys. The following themes were revealed: advantages of co-teaching, weaknesses of co-teaching, and planning. In addition, a theme of inconsistency was discovered. Results indicated that all of the participants used the one teach, one assist approach regularly. Teachers identified problems with implementing co-teaching such as lack of time to plan, classroom support, and professional development.
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