Littérature scientifique sur le sujet « Inclusione Co-teaching »
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Articles de revues sur le sujet "Inclusione Co-teaching"
Scruggs, Thomas E., et Margo A. Mastropieri. « Making Inclusion Work With Co-Teaching ». TEACHING Exceptional Children 49, no 4 (mars 2017) : 284–93. http://dx.doi.org/10.1177/0040059916685065.
Texte intégralOlmos Rueda, Patricia, Josep Sanahuja Gavaldà et Óscar Mas Torelló. « El alumnado de educación secundaria obligatoria ante la inclusión educativa y la docencia compartida/Perception and attitude of students from compulsory secondary school to the challenge of inclusive education and co-teaching ». REOP - Revista Española de Orientación y Psicopedagogía 29, no 3 (31 décembre 2018) : 8. http://dx.doi.org/10.5944/reop.vol.29.num.3.2018.23318.
Texte intégralKlein, Ana Maria, et Kathleen Magiera. « Finding Common Ground : Co-teaching Inclusion and Diversity ». International Journal of Diversity in Education 15, no 3 (2015) : 11–15. http://dx.doi.org/10.18848/2327-0020/cgp/v15i03/40047.
Texte intégralSuprihatiningrum, Jamil, Carolyn Palmer et Carol Aldous. « Science and special education teachers create inclusive classroom practice in science ». Jurnal Kependidikan Penelitian Inovasi Pembelajaran 6, no 2 (6 novembre 2022) : 129–42. http://dx.doi.org/10.21831/jk.v6i2.49858.
Texte intégralBeloin, Kim S. « Strategies for Developing Inclusive Practices in Small, Rural Schools ». Rural Special Education Quarterly 17, no 1 (mars 1998) : 12–20. http://dx.doi.org/10.1177/875687059801700103.
Texte intégralBarron, Tammy Lankford, Holly Henderson Pinter et Kim K. Winter. « Supporting Student and Preservice Teacher Successes Through Co-teaching ». Theory & ; Practice in Rural Education 9, no 2 (11 octobre 2019) : 65–78. http://dx.doi.org/10.3776/tpre.2019.v9n2p65-78.
Texte intégralWalther-Thomas, Chriss, Mimi Bryant et Sue Land. « Planning for Effective Co-Teaching The Key to Successful Inclusion ». Remedial and Special Education 17, no 4 (juillet 1996) : 255–64. http://dx.doi.org/10.1177/074193259601700408.
Texte intégralPizana, Ruby F. « Collective Efficacy and Co-Teaching Relationships in Inclusive Classrooms ». International Journal of Multidisciplinary : Applied Business and Education Research 3, no 9 (13 septembre 2022) : 1812–25. http://dx.doi.org/10.11594/ijmaber.03.09.22.
Texte intégralScruggs, Thomas E., Margo A. Mastropieri et Kimberly A. McDuffie. « Co-Teaching in Inclusive Classrooms : A Metasynthesis of Qualitative Research ». Exceptional Children 73, no 4 (juillet 2007) : 392–416. http://dx.doi.org/10.1177/001440290707300401.
Texte intégralJurkowski, Susanne, et Bettina Müller. « Co-teaching in inclusive classes : The development of multi-professional cooperation in teaching dyads ». Teaching and Teacher Education 75 (octobre 2018) : 224–31. http://dx.doi.org/10.1016/j.tate.2018.06.017.
Texte intégralThèses sur le sujet "Inclusione Co-teaching"
Embury, Dusty C. « Does Co-Teaching Work ? A Mixed Method Case Study Evaluation of Co-Teaching as an Intervention ». University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1275919855.
Texte intégralBoston-Kemple, Thomas Ernest. « A conceptual analysis of key concepts in inclusive education ». Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/2828.
Texte intégralDarling, Kami E. « Progressive Inclusion : An Ethnographic case study. The daily life of a progressive and inclusive classroom ». The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1253304106.
Texte intégralEllerbrock, Rebecca S. « Differentiated Instruction in an Inclusive 5th Grade Cotaught Classroom ». Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1307648966.
Texte intégralChapple, James W. « Co-teaching : From Obstacles to Opportunities ». Ashland University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1238966807.
Texte intégralHutchinson, Kaitlin Marie. « How Does Inclusion With Co-Teaching Affect Student Performance on Summative Assessments ? » Otterbein University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1436867915.
Texte intégralMurphy, Jennifer L. H. « Co-Teaching Inclusion Model| Perceptions of General and Special Education Attitudes and Student Achievement ». Thesis, Northern Arizona University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10817146.
Texte intégralSince the inception of ESEA of 1965 student achievement has been one focus on public education. Fast-forward to NCLB of 2001, a reenactment of the ESEA of 1965; school leaders have been pushed to demonstrate student achievement to all learners. With increased demands to close the achievement gap and track struggling learners co-teaching models have become increasingly popular in public schools.
This study took place in a public high school located in the Southwest region of the United States. The study consisted of mix-methods using both quantitative and qualitative measurements. The study examined student achievement among general education and special education students who participated in co-teaching model core classes. Academic achievement using quarter one and quarter two benchmark assessment findings were compared between general education and special education students.
The ATTMS survey was administered to both general education and special education teachers who work in co-teaching model classes in English, mathematics, science, and social studies in the study school. The survey was distributed to 23 teachers at FKHS and secure software was used to ensure the survey respondents remained anonymous. The survey consisted of nine Likert-scaled questions to measure teacher attitudes toward teaching all students.
After the survey was administered, five general education and five special education teachers volunteered for a one-hour focus group interview. The interview was transcribed and common response sub-items were discovered.
The quantitative results did not show a significant difference between academic achievement among general education and special education students enrolled in co-teaching model classes in each of the core content areas. The focus group interview portion of the study revealed several response sub-items from general education and special education teachers who participate in co-teaching model classes. Teachers did not provide negative feedback during the focus group, rather they provided positive input regarding the need for more support to ensure all students are successful. The survey question teachers responded to were not necessarily supported by the focus group discussion. Interestingly the focus group discussed the interpretations of the survey questions and most of the survey questions were not fully supported by the focus group discussion. The response sub-items provided more insight as to why respondents selected positive, negative, and neutral choices. Overall teachers had a vested interest in all of the students they serve including students with mild to moderate disabilities.
Kofahl, Shelley. « The effect of co-teaching on students with disabilities in mathematics in an inclusion classroom ». Thesis, Trevecca Nazarene University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10140115.
Texte intégralThis research examined the co-teaching method of instruction for students with disabilities in the inclusion classroom setting. Quantitatively, the study sought to explore the impact of co-teaching on student achievement growth and performance. Achievement growth and performance was measured using STAR scores and TCAP assessment scores. Qualitatively, the researcher investigated teacher beliefs and attitudes toward co-teaching using a survey including Likert-scale and open-ended questions. Co-teaching was found to be beneficial, since both special education students and general education students made equal academic progress in the inclusion classroom. A teacher perception survey provided the researcher with insight into the benefits, challenges, and beliefs about co-teaching.
Yearout, Rebecca Lee. « The Experience of Co-teaching Elementary School Teachers in a Rural Public School District ». Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/83390.
Texte intégralEd. D.
Chatman, Patricia Chatman. « Relationship between Teachers' Attitudes Toward Inclusion and Professional Development ». ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3390.
Texte intégralLivres sur le sujet "Inclusione Co-teaching"
Joan, Blednick, dir. Teaching in tandem : Effective co-teaching in the inclusive classroom. Alexandria, Va : ASCD, 2011.
Trouver le texte intégral1952-, Villa Richard A., et Thousand Jacqueline S. 1950-, dir. A guide to co-teaching with paraeducators : Practical tips for K-12 educators. Thousand Oaks, CA : Corwin Press, 2009.
Trouver le texte intégralBenucci, Antonella, Giulia I. Grosso et Viola Monaci. Linguistica Educativa e contesti migratori. Venice : Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-570-4.
Texte intégralDaniels, Ed. PACT Co-Teaching Inclusion Model : A Co-Teaching, Inclusion Framework for Teachers. Independently Published, 2017.
Trouver le texte intégralBlednick, Joan, et Gloria Lodato Wilson. Teaching in Tandem : Effective Co-Teaching in the Inclusive Classroom. Association for Supervision & Curriculum Development, 2011.
Trouver le texte intégralBlednick, Joan, et Gloria Lodato Wilson. Teaching in Tandem : Effective Co-Teaching in the Inclusive Classroom. Association for Supervision & Curriculum Development, 2011.
Trouver le texte intégralBlednick, Joan, et Gloria Lodato Wilson. Teaching in Tandem : Effective Co-Teaching in the Inclusive Classroom. Association for Supervision & Curriculum Development, 2011.
Trouver le texte intégralBlednick, Joan, et Gloria Lodato Wilson. Teaching in Tandem : Effective Co-Teaching in the Inclusive Classroom. Association for Supervision & Curriculum Development, 2011.
Trouver le texte intégralBlednick, Joan, et Gloria Lodato Wilson. Teaching in Tandem : Effective Co-Teaching in the Inclusive Classroom. Association for Supervision & Curriculum Development, 2011.
Trouver le texte intégralBlednick, Joan, et Gloria Lodato Wilson. Teaching in Tandem : Effective Co-Teaching in the Inclusive Classroom. Association for Supervision & Curriculum Development, 2012.
Trouver le texte intégralChapitres de livres sur le sujet "Inclusione Co-teaching"
Gajdzica, Zenon. « Spatial models in co-teaching versus educational theories – the case of inclusive education ». Dans Co-Teaching – Everyday Life or Terra Incognita of Contemporary Education ?, 71–80. Göttingen : V&R unipress, 2022. http://dx.doi.org/10.14220/9783737015004.71.
Texte intégralLakkala, Suvi, et Outi Kyrö-Ämmälä. « Teaching for Diversity with UDL : Analysing Teacher Competence ». Dans Inclusive Learning and Educational Equity, 241–77. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_10.
Texte intégralJaniszewska-Nieścioruk, Zdzisława. « Elasticity and diversity of co-teaching forms as crucial conditions for the effectiveness of inclusive education of students with disabilities ». Dans Co-Teaching – Everyday Life or Terra Incognita of Contemporary Education ?, 91–106. Göttingen : V&R unipress, 2022. http://dx.doi.org/10.14220/9783737015004.91.
Texte intégralCserti-Szauer, Csilla, Anikó Sándor, Vanda Katona et György Könczei. « Social Innovation in Higher Education from a Disability Studies Perspective ». Dans Innovation, Technology, and Knowledge Management, 273–93. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-84044-0_13.
Texte intégralRapanta, Chrysi, et Susana Trovão. « Intercultural Education for the Twenty-First Century : A Comparative Review of Research ». Dans Dialogue for Intercultural Understanding, 9–26. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71778-0_2.
Texte intégralKeeley, Randa. « High Fidelity Co-Teaching Through Collaboration, Varied Co-Teaching Models, and Differentiated Teaching Strategies ». Dans Collaborative Approaches to Recruiting, Preparing, and Retaining Teachers for the Field, 67–92. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9047-8.ch004.
Texte intégralScribner, Sara, et Megan E. Cartier. « Thinking Outside the Box ». Dans Advances in Educational Marketing, Administration, and Leadership, 43–57. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7703-4.ch004.
Texte intégral« Co-Teaching for Inclusiveness ». Dans Towards Inclusion of All Learners through Science Teacher Education, 317–28. Brill | Sense, 2018. http://dx.doi.org/10.1163/9789004368422_035.
Texte intégralSande, Beverly. « Frameworks for Co-Teaching and Yearlong Residency Programs ». Dans Collaborative Models and Frameworks for Inclusive Educator Preparation Programs, 165–85. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3443-7.ch010.
Texte intégralPinter, Holly H., Lisa A. Bloom, Charmion B. Rush et Cameron Sastre. « Best Practices in Teacher Preparation for Inclusive Education ». Dans Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education, 52–68. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9232-7.ch004.
Texte intégralActes de conférences sur le sujet "Inclusione Co-teaching"
Kiswarday, Vanja, et Karmen Drljić. « Co-Teaching : A Professional Opportunity for Inclusive Educators ». Dans 1. mednarodna znanstvena konferenca Vloga inkluzivnega pedagoga v vzgoji in izobraževanju. Unviersity of Maribor Press, 2018. http://dx.doi.org/10.18690/978-961-286-161-2.20.
Texte intégralMadhuri, Marga. « Co-Teaching in Teacher Education : Preparing Educators for Inclusive Classrooms ». Dans 2020 AERA Annual Meeting. Washington DC : AERA, 2020. http://dx.doi.org/10.3102/1570879.
Texte intégralMohamed, Hamda Ali. « Case Study of Teachers’ and Students’ Perspectives on Co-teaching Models used in Qatar’s Middle Schools ». Dans Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2021. http://dx.doi.org/10.29117/quarfe.2021.0186.
Texte intégralGutierrez-Aguilar, Olger, Madeleynne Rodriguez-Rios, Epifania Patino-Abrego et Tatiana Cateriano-Chavez. « Co-teaching and the use of WhatsApp as a mediation tool between parents with children with disabilities and their teachers ». Dans 2021 4th International Conference on Inclusive Technology and Education (CONTIE). IEEE, 2021. http://dx.doi.org/10.1109/contie54684.2021.00017.
Texte intégralLendzhova, Vladislava, Boris Manov, Valentina Milenkova et Dilyana Keranova. « Digital Environments to Enable High-Quality Education for Disadvantaged and Disabled Learners in Bulgaria ». Dans 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002526.
Texte intégralHurley, Julie, Nico Raddatz et Debra Satterfield. « Bridging the Gap Between Industry and Education : Engaging Design Professionals in the Education of Student Designers ». Dans 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002537.
Texte intégralGonzalez-Gonzalez, Carina S., Pino Caballero-Gil, Alicia Garcia-Holgado, Francisco J. Garcia-Penalvo, Jezabel Molina, Jose M. del Castillo-Olivares, Bernardo Candela San Juan et al. « COEDU-IN Project : an inclusive co-educational project for teaching computational thinking and digital skills at early ages ». Dans 2021 International Symposium on Computers in Education (SIIE). IEEE, 2021. http://dx.doi.org/10.1109/siie53363.2021.9583648.
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