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Student Perceptions of the Effective...

Tessier, Sarah,

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Student Perceptions of the Effectiveness of Co-Teaching /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Student Perceptions of the Effectiveness of Co-Teaching // Sarah Tessier.
作者:	Tessier, Sarah,
面頁冊數:	1 electronic resource (74 pages)
附註:	Source: Masters Abstracts International, Volume: 85-11.
Contained By:	Masters Abstracts International85-11.
標題:	Special education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31292962
ISBN:	9798382584133

Student Perceptions of the Effectiveness of Co-Teaching /
Tessier, Sarah,

Student Perceptions of the Effectiveness of Co-Teaching /Sarah Tessier. - 1 electronic resource (74 pages)

Source: Masters Abstracts International, Volume: 85-11.

This action research project, Student Perceptions of the Effectiveness of Co-teaching, assessed the impact of three co-teaching models in a high school World History class. The models implemented were team teaching, parallel teaching, and station teaching. Participants were high school students in grades 9-12, and the class consisted of students with and without disabilities. Data was collected over an eight-week intervention period. Each co-teaching model was implemented in two to three-week increments. Data was collected on student achievement, participation, and perceptions of the three co-teaching models. Data showed that student achievement and participation increased, and, overall, participants saw a benefit in co-teaching strategies.

English

ISBN: 9798382584133Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Student perceptions

Student Perceptions of the Effectiveness of Co-Teaching /
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520 $a This action research project, Student Perceptions of the Effectiveness of Co-teaching, assessed the impact of three co-teaching models in a high school World History class. The models implemented were team teaching, parallel teaching, and station teaching. Participants were high school students in grades 9-12, and the class consisted of students with and without disabilities. Data was collected over an eight-week intervention period. Each co-teaching model was implemented in two to three-week increments. Data was collected on student achievement, participation, and perceptions of the three co-teaching models. Data showed that student achievement and participation increased, and, overall, participants saw a benefit in co-teaching strategies.
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653 $a Student achievement
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