Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Remedial and Special Education
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Gerber, P. J.
Right arrow Articles by Popp, P. A.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Consumer Perspectives on the Collaborative Teaching Model

Views of Students With and Without LD and Their Parents

Paul J. Gerber

Virginia Commonwealth University, pgerber{at}saturn.vcu.edu

Patricia A. Popp

College of William and Mary

Collaborative teaching, or co-teaching, is a service delivery option frequently being selected to support students with learning disabilities (LD) in general education classrooms. Despite a wealth of literature on collaborative teaching, little empirical data exist about this model. Moreover, little is known about the consumers of collaborative classes, that is, students and their parents. This article reports the findings of research employing focus groups to study the perspectives of students with and without LD and their parents regarding collaborative teaching. Responses of students and parents reflect a high level of satisfaction with the model, with students' self-esteem and academic understanding increasing. Concerns include poor communication regarding the model to parents, the need to ensure alternative models when students do not make progress in co-taught classrooms, and lack of continuity of the model across grade levels.

Remedial and Special Education, Vol. 20, No. 5, 288-296 (1999)
DOI: 10.1177/074193259902000505
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Remedial and Special EducationHome page
Q. Hang and K. Rabren
An Examination of Co-Teaching: Perspectives and Efficacy Indicators
Remedial and Special Education, September 1, 2009; 30(5): 259 - 268.
[Abstract] [PDF]

Home page
 Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional ChildrenHome page
E. Cramer and A. Nevin
A Mixed Methodology Analysis of Co-Teacher Assessments
Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, January 1, 2006; 29(4): 261 - 274.
[Abstract] [PDF]