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It is both the underlying philosophies and seemingly little things which can break a marriage, or collaborative teaching relationship.
As academic standards for the education of students with disabilities are held to the same standards as their typical peers due to the No Child Left Behind Act and the Individuals with Disabilities Education Act, the co-teaching model has been increasingly implemented to meet those needs.
Most research has shown co-teaching to be effective in the inclusion classroom, though there are a few studies which have refuted its significance and identified reasons for problems in implementing a successful co-teaching program.
A well written introduction for a research paper on collaborative teaching could begin: There are various models of collaborative teaching, but all consist of two or more teachers sharing in various methods the teaching of a subject or subjects to a group of students who may be in primary school, secondary school or college.
Researchers have described five types of collaborative teaching: According to Breakthrough Collaborative Organization many different definitions of collaborative teaching exist, some descriptors of the classroom environment while others focus more on the theoretical or structural foundations of the program.
Most are compatible, describing a consistent theme.
Collaborative teaching is typically described as a system of delivering special education services to students in the regular education environment, providing support through the employment of two teachers in the same classroom, one special and one general education certified.
Co-teaching is the collaboration of two or more credentialed teaching professionals, most typically a general education teacher and a special education teacher.
To truly qualify as a co-teaching model, each teacher must be actively involved in the teaching of the lessons.
In parallel teaching, students are divided into two equal groups and each partner teaches the same material; this method ensures diversity and lowers teacher-student ratio, but requires that both teachers have similar content knowledge and teach at a similar pace.
In alternative teaching, one teacher works with a small group of students who need additional instruction, while the other teacher works with the remaining students; this benefits those students who need more intensive instruction, but it can stigmatize them if they are always placed in this small group instruction.