A Guide to Co-Teaching: Practical Tips for Facilitating Student Learning / Edition 1

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Overview

This comprehensive guide highlights the benefits of co-teaching as a way to address NCLB and IDEA requirements so that all students have access to highly qualified teachers.

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Editorial Reviews

Mary Falvey
"Providesa road map for how special and general education teachers can work to effectively meet the needs of students with and without disabilities while working in classrooms that model cooperation and respect."
Douglas Fisher
A Guide to Co-Teaching is a must-have.All members of the school community will find something useful in this book, and what they find will guarantee that student learning is improved.
Jeanine Heil
The authors clearly explain the four models of co-teaching and provide vignettes for teachers at every level. Readers will find the many reflective tools and guides for lesson planning extremely valuable.
Diane Baumstark
This complete guide to co-teaching will lend itself well for use in professional development, with its question and answer format, as well as pertinent vignettes.
Jill England
Through a series of vignettes, the authors illustrate the various co-teaching roles, the distribution of responsibilities, and problem solving techniques used by co-teachers by taking you into each classroom during the planning and implementation phases for several lessons.
Marguerite Lawler-Rohner
"The book’s practical content is reader-friendly, clear, and concise, and provides relevant reading for educators interested in co-teaching.”
Dana B. Leonard
“The book takes co-teaching from concepts to practices, providing concrete examples at different grade levels.”
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Product Details

  • ISBN-13: 9780761939405
  • Publisher: SAGE Publications
  • Publication date: 1/28/2004
  • Edition description: Older Edition
  • Edition number: 1
  • Pages: 184
  • Product dimensions: 6.90 (w) x 9.90 (h) x 0.60 (d)

Meet the Author

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 is a professor in the College of Education at California State University, San Marcos, and coordinates the special education professional preparation and master's programs. She previously taught at the University of Vermont, where she directed Inclusion Facilitator and Early Childhood/Special Education graduate and postgraduate professional preparation programs and coordinated federal grants concerned with inclusion of students with disabilities in local schools. Thousand is a nationally known teacher, author, systems change consultant, and disability rights and inclusive education advocate. She has authored numerous books, research articles, and chapters on issues related to inclusive schooling, organizational change strategies, differentiated instruction and universal design, cooperative group learning, collaborative teaming and teaching, creative problem solving, and positive behavioral supports. 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.

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Table of Contents

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

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