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Learning together: How do middle school teachers and specialized learners respond to new collaborative teaching strategies?

机译：共同学习：中学教师和专业学习者如何应对新的协作式教学策略？

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Collaborative teaching has become one of the most common instructional environmental settings for generalized and specialized learners across the field of education. This study focused on the implementation of four new collaborative teaching methods for four teachers that worked with students in special and general education in a seventh and eight grade setting in a suburban middle school. Data collection methods for the 4-week study included anonymous pre and post intervention teacher and student intervention questionnaires, personal interviews of teachers and students, and a teacher researcher journal. Results showed that an increase in student learning was documented when teachers were consistently switching roles teaching and collaborating more frequently than prior to the intervention. The general education teachers felt more comfortable taking responsibility for their special education students' learning habits after the new strategies were implemented. Additionally, students felt more comfortable addressing both teachers for assistance and enjoyed learning from two different teachers in the same classroom setting.

机译：对于整个教育领域的普通和专业学习者而言，协作式教学已成为最常见的教学环境设置之一。这项研究的重点是在郊区中学的七年级和八年级环境中，为四位与特殊和通识教育学生一起工作的老师实施四种新的协作式教学方法。为期4周的研究的数据收集方法包括匿名干预前后的教师和学生干预问卷，对教师和学生的个人访谈以及教师研究者杂志。结果表明，与干预之前相比，当教师不断更换角色教学和协作时，学生的学习有所增加。新策略实施后，通识教育老师对自己的特殊教育学生的学习习惯承担责任感到更自在。此外，学生在向两位老师寻求帮助时感到更自在，并喜欢在同一教室中向两位不同的老师学习。

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作者
Turchioe, Kristen.;
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作者单位

The William Paterson University of New Jersey.;

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授予单位 The William Paterson University of New Jersey.;
学科 Special education.;Middle school education.
学位 M.Ed.
年度 2016
页码 141 p.
总页数 141
原文格式 PDF
正文语种 eng
中图分类原子核物理学、高能物理学;
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Learning together: How do middle school teachers and specialized learners respond to new collaborative teaching strategies?

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