Search results for: Handicapped

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Learning about Co-teaching: A Collaborative Student Teaching Experience for Preservice Teachers
Authors: Kamens Michele Wilson
This case study explored the experiences of two pairs of preservice teachers who co-taught as they were placed with teams of collaborating cooperating teachers for a semester-long student teaching experience.
Published: 2007
Updated: Jul. 21, 2008
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Behaviors of Teachers in Co-taught Classes in a Secondary School.
Authors: Gunter Philip L., Hull Karla, Brown Queen, Venn Martha L., Wiley Larry P., Wiley Ellen W., Harbort Gina
Researchers examined roles and actions of members of 'co-teaching' teams including a special educator and a regular educator in a public high school. Observational data were collected using momentary time sampling procedures. Results indicated that regular educators presented material to students in 29.93[percent] of observed intervals; special educators presented material in less than 1[percent] of observed intervals.
Published: 2007
Updated: Jul. 20, 2008
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Epistemological Beliefs and Attitudes Toward Inclusion in Pre-service Teachers
Authors: Silverman Jenzi C.
Previous investigations suggest that in addition to positive attitudes toward inclusion, high-level beliefs about knowledge and learning (i.e., epistemological beliefs) are essential for all teachers of students with disabilities in inclusive settings. This study examined the attitudes toward inclusion and epistemological belief status of 71 pre-service general and special educators, along with the relationship between these variables.
Published: 2007
Updated: Jul. 20, 2008