Effects of Team Teaching on Achievement and Reasoning in Elementary Science PDF Download
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Author: Angela Maestri
Publisher:
ISBN:
Category : Science
Languages : en
Pages : 180
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Author: Angela Maestri
Publisher:
ISBN:
Category : Science
Languages : en
Pages : 180
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Book Description
Author: Lisa D. Gates
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 24
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Author: Ed Linz
Publisher:
ISBN: 9781681402116
Category :
Languages : en
Pages : 0
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Book Description
In Team Teaching Science, Ed Linz, Mary Jane Heater, and Lori A. Howard demonstrate the truth in the old adage " Two heads are better than one." This guide for developing successful team-teaching partnerships that maximize student learning will help preservice and inservice special education and science teachers in grades K- 12, as well as methods professors in science education programs who want to cover special needs issues in their curriculum. Using both research-based practices and personal insight from experienced team teachers, the authors strive to make team teaching beneficial for students and accessible for teachers. Linz, Heater, and Howard provide background information on science teaching and team teaching and, most important, six chapters on how to teach specific science topics and how a co-teaching team can proceed through the school year.The basic elements of collaboration are introduced, along with chapters on co-teaching strategies to implement in elementary, middle, and high school classrooms. The authors, who have years of co-teaching experience, offer practical advice that teachers can apply to their own classrooms. Teaching a diverse group of students is one challenge teachers will likely encounter in a team-teaching environment; the authors address the difficulties that may arise, as well as issues related to assessment, curriculum, and necessary accommodations and modifications. For those tackling the challenges of team teaching, this book will prove to be a valuable resource for making team teaching a positive experience for both students and teachers.
Author: T. A. Lamke
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 288
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Author: Pamela Cantor
Publisher: Routledge
ISBN: 100039977X
Category : Education
Languages : en
Pages : 245
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Book Description
This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 900
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Author: Joellen Harris
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 64
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Author: Melissa Witcher
Publisher:
ISBN:
Category :
Languages : en
Pages : 26
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Book Description
Current educational reform in K-12 schools in this nation is much driven by the No Child Left Behind Act. One central goal of NCLB is to "bring all students (including special education children) up to grade level in reading and math, to close the achievement gap and to hold schools accountable for results"(ed.gov). Varied innovative efforts are being undertaken by school systems to ensure they meet the NCLB mandate, and one such instructional strategy is co-teaching (McDuffie, Mastropieri, & Scruggs, 2009). Co-teaching may have different names such as team teaching, parallel teaching, alternative teaching, or collaborative teaching, but the essential is having two qualified teachers in the classroom working together to plan, teach, and assess students learning (Dieker & Murawski, 2003; Bouck 2007). But research on effects of co-teaching in elementary schools is emerging and inconclusive (Dugan & Letterman, 2008). The purpose of this action research project was to compare the effects of co-teaching vs. solo teaching on students' academic achievement in the elementary school, specifically this research focused the comparative effects on fifth graders' math achievement. Participants of this study were the students of two fifth grade math classes in one elementary school, one with a regular education teacher (solo-teaching) and the other with the same regular education teacher and a special education teacher (co-teaching). Participants' math achievement as measured by both standardized and non-standardized tests including Unit tests, 120 Day test, CRCT, and ITBS) was analyzed for comparison. A series of unpaired t-tests was conducted comparing the various math scores of students in the two classes, solo teaching and co-teaching. No statistical significant difference was found, but noticeable differences in 9 out the 10 sets of math scores did seem to favor co-teaching. Results of the study indicate that co-teaching appears to have more positive effect on students' achievement in elementary schools. Due to limitations of this study (intact classes, no random selection of subjects, small sample size, teacher as researcher), further research is needed. (Contains 5 tables.).
Author: Nancy Melroy
Publisher:
ISBN:
Category :
Languages : en
Pages : 96
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Book Description
Author: James C. Herdman
Publisher:
ISBN:
Category : Teaching teams
Languages : en
Pages : 85
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Book Description
