Co-Teaching as Science in the Schoolhouse: More Questions Than Answers
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| Title: | Co-Teaching as Science in the Schoolhouse: More Questions Than Answers |
|---|---|
| Language: | English |
| Authors: | Weiss, M. P. |
| Source: | Journal of Learning Disabilities. May 2004 37(3):218-223. |
| Availability: | Hodder Arnold Journals, Turpin-Distribution, Stratton Business Park, Pegasus Drive, Biggleswade, Bedfordshire SG18 8QB UK. Tel: +44 (0)1767 604951; Fax: +44 (0)1767 601640; e-mail: subscriptions@turpin-distribution.com. |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2004 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Special Education Teachers, Attitudes toward Disabilities, Disabilities |
| ISSN: | 0022-2194 |
| Abstract: | The concept of science in the schoolhouse combines knowledge of research-based practices with the complexities of day-to-day life in schools. In this discussion, co-teaching is offered as an example of how advocacy for a practice can outpace the science that supports it. There is a push for co-teaching in contemporary schools, and special educators in great numbers are being asked to join with general educators in meeting the needs of students with disabilities. However, the science behind co-teaching to date is very limited. Studies have examined the implementation of co-teaching as a general service delivery option, but much less attention has been paid scientifically to the character and quality of the co-taught instruction or to the impact of co-teaching on student outcomes. Within this context, I also examine how Crockett's four recommendations to support science in the schoolhouse could address the questions about coteaching for which there are few answers. |
| Abstractor: | Author |
| Entry Date: | 2005 |
| Access URL: | https://www.ingentaconnect.com/content/proedcw/jld |
| Accession Number: | EJ694505 |
| Database: | ERIC |
| Abstract: | The concept of science in the schoolhouse combines knowledge of research-based practices with the complexities of day-to-day life in schools. In this discussion, co-teaching is offered as an example of how advocacy for a practice can outpace the science that supports it. There is a push for co-teaching in contemporary schools, and special educators in great numbers are being asked to join with general educators in meeting the needs of students with disabilities. However, the science behind co-teaching to date is very limited. Studies have examined the implementation of co-teaching as a general service delivery option, but much less attention has been paid scientifically to the character and quality of the co-taught instruction or to the impact of co-teaching on student outcomes. Within this context, I also examine how Crockett's four recommendations to support science in the schoolhouse could address the questions about coteaching for which there are few answers. |
|---|---|
| ISSN: | 0022-2194 |
