Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Instruction in Co-Taught Secondary Classrooms: An Exploratory Case Study in Algebra 1

  • Margaret P. Weiss (Author) George Mason University image/svg+xml
    Margaret P. Weiss is assistant professor in the Division of Special Education and disAbility Research at George Mason University. She is a former middle and high school special education teacher. Her research interests include effective implementation of co-teaching at the secondary level and the use of technology in teacher education.
  • Wendy Rodgers (Author) University of Nevada-Las Vegas image/svg+xml
    Wendy J. Rodgers is an assistant professor in the Department of Early Childhood, Multilingual, and Special Education at the University of Nevada, Las Vegas. She is a former high school special education teacher. Her research interests include effective co-teaching, instruction in inclusive secondary classrooms, and classroom observations of special education teachers.
DOI
https://doi.org/10.64546/jaasep.419
Abstract
Co-teaching is a widely-used service delivery model to support students with disabilities in accessing the general curriculum in the United States. The pairing of a special educator and general educator is meant to produce substantively different instruction than when the general educator teaches alone. Research into these instructional differences is still scarce. In this exploratory case study, we compare the instruction of a co-taught Algebra 1 Part 1 class to the instruction in an Algebra 1 Part 1 class taught by the same math educator alone in a rural high school, including grades nine through twelve. Few instructional differences were found. Implications of our findings and ideas for future research are discussed.
Keywords
Algebra, English Language Learners, High School Teachers, Mathematics Instruction, Mathematics Teachers, Regular and Special Education Relationship
References

Chan, P. E., Konrad, M., Gonzalez, V., Peters, M. T., & Ressa, V. A. (2015). The critical role of feedback in formative instructional practices. Intervention in School and Clinic, 50, 96-104. doi:10.1177/1053451214536044 DOI: https://doi.org/10.1177/1053451214536044

Fenty, N. S., & McDuffie-Landrum, K. (2011). Collaboration through co-teaching. Kentucky English Bulletin, 60(2), 21-26.

Friend, M. (2015). Welcome to co-teaching 2.0. Educational Leadership, 73(4), 16-22.

Friend, M., Cook, L., Hurley-Chamberlain, D., & Shamberger, C. (2010). Co-teaching: An illustration of the complexity of collaboration in special education. Journal of Educational and Psychological Consultation, 20, 9-27. doi:10.1080/10474410903535380 DOI: https://doi.org/10.1080/10474410903535380

Graham, M., Milanowski, A., and Miller, J. (2012). Measuring and promoting inter-rater agreement of teacher and principal performance ratings. Center for Educator Compensation Reform. Retrieved from: tifcommunity.org Harbort, G., Gunter, P. L., Hull, K., Brown, Q., Venn M. L., Wiley, L. P., & Wiley, E. W. (2007). Behaviors of teachers in co-taught classes in a secondary school. Teacher Education and Special Education, 30, 13-23. doi:10.1177/088840640703000102 DOI: https://doi.org/10.1177/088840640703000102

John-Steiner, Weber, & Minnis. (1998). The challenge of studying collaboration. American Educational Research Journal, 35, 773-783. doi:10.3102/00028312035004773 DOI: https://doi.org/10.3102/00028312035004773

Kennedy, M. J., Rodgers, W. J., Gressick, W. T., Romig, J. E., & Alves, K. D. (2019). The Classroom Teaching (CT) Scan: A flexible observation tool for general and special education instruction. In D. L. Edyburn (Ed.), App Development for Individuals with Disabilities: Insights for Developers and Entrepreneurs (pp. 171-199). Oviedo, FL: Knowledge by Design.

Kennedy, M. J., Rodgers, W. J., Romig, J. E., Lloyd, J. W., & Brownell, M. T. (2017). Effects of a multimedia professional development package on inclusive science teachers’ vocabulary instruction. Journal of Teacher Education, 68, 213-230. doi:10.1177/0022487116687554 DOI: https://doi.org/10.1177/0022487116687554

Kloo, A., & Zigmond, N. (2008). Coteaching revisited: Redrawing the blueprint. Preventing School Failure, 52, 12-20. doi:10.3200/psfl.52.2.12-20 DOI: https://doi.org/10.3200/PSFL.52.2.12-20

MacSuga-Gage, A. S., & Simonsen, B. (2015). Examining the effects of teacher-directed opportunities to respond on student outcomes: A systematic review of the literature, Education and Treatment of Children, 38, 211-240. doi:10.1353/etc.2015.0009 DOI: https://doi.org/10.1353/etc.2015.0009

Magiera, K., & Zigmond, N. (2005). Co-teaching in middle school classrooms under routine conditions: Does the instructional experience differ for students with disabilities in co-taught and solo-taught classes? Learning Disabilities Research and Practice, 20, 79-85. doi:10.1111/j.1540-5826.2005.00123.x DOI: https://doi.org/10.1111/j.1540-5826.2005.00123.x

Magiera, K., Smith, C., Zigmond, N., & Gebauer, K. (2005). Benefits of co-teaching in secondary mathematics classes. Teaching Exceptional Children, 37(3), 20-24. doi:10.1177/004005990503700303 DOI: https://doi.org/10.1177/004005990503700303

Moin, L. J., Magiera, K., & Zigmond, N. (2009). Instructional activities and group work in the US inclusive high school co-taught science class. International Journal of Science and Mathematics Education, 7, 677-697. doi:10.1007/s10763-008-9133-z DOI: https://doi.org/10.1007/s10763-008-9133-z

Montiel-Overall, P. (2005). Toward a theory of collaboration for teachers and librarians. School Library Media Research, 8, 3-31.

Pugach, M. C., & Johnson, L. J. (1995). Unlocking expertise among classroom teachers through structured dialogue: Extending research on peer collaboration. Exceptional Children, 62, 101-110. doi:10.1177/001440299506200201 DOI: https://doi.org/10.1177/001440299506200201

Rice, D., & Zigmond, N. (2000). Co-teaching in secondary schools: Teacher reports of developments in Australian and American classrooms. Learning Disabilities Research & Practice, 15, 190-197. doi:10.1207/sldrp1504_3 DOI: https://doi.org/10.1207/SLDRP1504_3

Scruggs, T. E., Mastropieri, M. A., & McDuffie, K. A. (2007). Co-teaching in inclusive classrooms: A metasynthesis of qualitative research. Exceptional Children, 73, 392-416. doi:10.1177/001440290707300401 DOI: https://doi.org/10.1177/001440290707300401

Solis, M., Vaughn, S., Swanson, E., & McCulley, L. (2012). Collaborative models of instruction: The empirical foundations of inclusion and co-teaching. Psychology in the Schools, 49, 498-510. doi:10.1002/pits.21606 DOI: https://doi.org/10.1002/pits.21606

State Department of Education. (2016). State accreditation results. Retrieved from https://p1pe.doe.virginia.gov/reportcard/

Strogilos, V., & Avramidis, E. (2016). Teaching experiences of students with special educational needs in co-taught and non-co-taught classes. Journal of Research in Special Educational Needs, 16, 24-33. doi:10.1111/1471-3802.12052 DOI: https://doi.org/10.1111/1471-3802.12052

U.S. Department of Education, Office of Special Education Programs, Individuals with Disabilities Education Act (IDEA) Database (2017). Retrieved from http://www2.ed.gov/programs/osepidea/618-data/state-level-data-files/index.html#bcc

Walkowiak, T. A., Berry, R. Q., Meyer, J. P., Rimm-Kaufman, S. E., & Ottmar, E. R. (2014). Introducing an observational measure of standards-based mathematics teaching practices: Evidence of validity and score reliability. Educational Studies in Mathematics: An International Journal, 85, 109-128. doi:10.1007/s10649-013-9499-x DOI: https://doi.org/10.1007/s10649-013-9499-x

Weiss, M. P., & Brigham, F. (2000) Co-teaching and the model of shared responsibility: What does the research support? In T. E. Scruggs & M. A. Mastropieri (Eds.) Advances in Learning and Behavior Disabilities (vol.13, pp. 217-246). Greenwich, CT: JAI Press.

Wood, D. J., & Gray, B. (1991). Toward a comprehensive theory of collaboration. Journal of Applied Behavioral Science, 27, 139-162. doi:10.1177/0021886391272001 DOI: https://doi.org/10.1177/0021886391272001

There are 24 references in total.
How to Cite
Weiss, M. P., & Rodgers, W. (2020). Instruction in Co-Taught Secondary Classrooms: An Exploratory Case Study in Algebra 1. Journal of the American Academy of Special Education Professionals, 15(1), 119-133. https://doi.org/10.64546/jaasep.419

Winter 2020

Article Information

  • Article Type Articles
  • Submitted December 10, 2019
  • Published February 15, 2020
  • Issue Winter 2020
  • Section Articles
  • File Downloads 0
  • Abstract Views 0
  • Altmetrics
  • Share
Download data is not yet available.