Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

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
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 Welch, M.
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?

Descriptive Analysis of Team Teaching in Two Elementary Classrooms: A Formative Experimental Approach

Marshall Welch

Department of Special Education at the University of Utah, welch{at}gse.utah.edu

This article reports the results of a descriptive analysis of team teaching in two classrooms. The study employed a relatively new approach to field-based research, referred to as formative experiments, to conduct formative and summative evaluation procedures. Results of quantitative and qualitative analyses to assess student outcomes, teaching procedures, and teacher impressions are presented. Descriptive information regarding planning time, type of instructional format of team teaching, student groupings, and follow-up evaluation time was obtained through weekly teacher logs. Focus groups and written teacher comments provided information regarding teacher satisfaction of the team-teaching experience. Performance of typical students and students with learning disabilities on curriculum-based assessment measures given pre- and post team teaching suggest academic gains in reading and spelling for all students. The results of this study are discussed, and recommendations for further research are given.

Remedial and Special Education, Vol. 21, No. 6, 366-376 (2000)
DOI: 10.1177/074193250002100606
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]