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Literature Template

Bibliographic Information (APA Formatting): Author(s) Affiliation:

Conderman, G., & Hedin, L. (2012). Purposeful Assessment Practices for CoTeachers. Teaching Exceptional Children, 44(4), 18-27.

Type of Resource:
(Scholarly article presenting a study; Trade article presenting a teaching strategy or methodology or other; Website describing a curriculum package, etc)

*Greg Conderman is a professor of Special Education at Northern Illinois University and Laura Hedin is an Assistant Professor of Special Education in the Department of Special and Early Education at Northern Illinois University. Trade article presenting a strategy

Summary of essential information:

*This article teaches what co-assessment is. It emphasizes the importance of using various assessments to assess different students in a co-taught classroom and it also suggests that co-teachers share the responsibility of assessment in the classroom (i.e. grading, developing rubrics, communicating to parents, gathering data). The article goes on to discuss different types of assessments that can be used and should be differentiated. *Assessment is an important part of the learning process and has been a challenge this year when co-teaching writing. Since I know that this has been a challenge in MY experiences this year, I wonder if it is something that has challenged other teachers who I am surveying? *This article provided some background information on co-teaching and coassessment. It is something that I plan to reference in moving forward with co-teaching and also something that I think I will refer back to after reading through all my surveys of teachers. I know assessing writing is an area where my co-teacher and myself can improve.

Way in which this source influences the field related to my topic. Potential relevance to your research topic and study:

Literature Template

Bibliographic Information (APA Formatting):

Fenty, N. S., McDuffie-Landrum, K., & Fisher, G. (2012). Using Collaboration, CoTeaching, and Question Answer Relationships to Enhance Content Area Literacy. Teaching Exceptional Children, 44(6), 28-37.

Author(s) Affiliation:

Type of Resource:
(Scholarly article presenting a study; Trade article presenting a teaching strategy or methodology or other; Website describing a curriculum package, etc)

Nicole Fenty is an Assistant Professor, Kim McDuffie-Landrum is an Educational Consultant in the Department of Special Education at the University of Louisville, Kentucky; Gary Fisher is Doctoral Candidate and Middle School Teacher in the Jefferson County Public Schools in Louisville, Kentucky. Trade article presenting a teaching strategy

Summary of essential information:

Way in which this source influences the field related to my topic. Potential relevance to your research topic and study:

*This article explains how co-teaching can be used in a general education classroom to benefit special education students, especially during content area instruction. It specifically focuses on teaching the QAR (Question Answer Relationships) literacy strategy through collaboration and co-teaching. The article provides five steps for coteachers to follow when teaching the strategy; these steps include both the regular education teacher and the special education teacher. Not only is co-teaching this strategy beneficial to students in special education but it increases comprehension in all students. *The steps that are mentioned for co-teaching the QAR reading strategy are similar to the steps we follow when teaching our mini-lessons during writing instruction. (anticipatory set, modeling, guided practice, independent practice, closure)

*This article mentions how to best approach the five steps when co-teaching a lesson. It discusses the importance of the involvement of both teachers. *While the QAR strategy isnt something I will be using in my research, I plan to follow the suggestions for co-teaching this strategy while following the five steps.

Literature Template

Bibliographic Information (APA Formatting):

Friend, M., Cook, L., Hurley-Chamberlain, D., & Shamberger, C. (2010). CoTeaching: An Illustration of the Complexity of Collaboration in Special Education. Journal Of Educational & Psychological Consultation, 20(1), 9-27. doi:10.1080/10474410903535380

Author(s) Affiliation:

Type of Resource:
(Scholarly article presenting a study; Trade article presenting a teaching strategy or methodology or other; Website describing a curriculum package, etc)

*Marilyn Friend is a professor and Chair of the Department of Specialized Education Services at the University of North Carolina. Lynne Cook is a professor and former dean of the College of Education at California State University. DeAnna HurleyChamberlain is a doctoral candidate in the Department of Specialized Education Services at the University of North Carolina and is an adjunct professor for Pfeiffer University. Cynthia Thrasher Shamberger is a doctoral candidate in the Department of Specialized Education Services at the University of North Carolina. Trade article presenting background information

Summary of essential information:

*This article describes the complexity of co-teaching. It begins by describing coteaching in practice, sharing the different approaches. It goes on to describe the evolution of co-teaching. It shares the evidence base for co-teaching including professional roles and relationships, program logistics and student outcomes. It discusses the need for common understandings, professional preparation and ongoing professional development. *This article shares the importance of proper preparation for teachers and it even briefly mentions student outcomes.

Way in which this source influences the field related to my topic. Potential relevance to your research topic and study:

*This article gives a lot of background and some of the evolution of co-teaching which I havent read about up to this point. *It also looks at all the different parts and needs of co-teaching which I am hoping I will be investigating in my research.

Literature Template

Bibliographic Information (APA Formatting):

Kamens, M., Susko, J. P., & Elliott, J. S. (2013). Evaluation and Supervision of CoTeaching: A Study of Administrator Practices in New Jersey. NASSP Bulletin, 97(2), 166-190. doi:10.1177/0192636513476337

Author(s) Affiliation:

Type of Resource:
(Scholarly article presenting a study; Trade article presenting a teaching strategy or methodology or other; Website describing a curriculum package, etc)

*Michele Kamens is a Professor of Education and Director of Special Education Programs at Rider University in Lawrenceville, New Jersey. JoAnn Susko is program director of Educational Leadership in the Graduate School of Education at Rider University. Janice Elliott is an adjunct professor of Special Education at Rider University. Scholarly article presenting a study

Summary of essential information:

*This study looked at administrative support as a critical factor in co-teaching effectiveness. An electronic survey was sent to various school administrators working in school districts in New Jersey. Participants were randomly selected in all counties with urban, rural and suburban districts equally represented. Volunteer follow-up interviews were also conducted based on analysis of the data from the initial survey. The clear theme that emerged from the research related to Preparation and training related to co-teaching and inclusive practice, Expectations and perspectives of coteaching and inclusive practice and Challenges of supervising, supporting and evaluating co-teachers. *This article includes teachers perspectives on co-teaching on topics such as expectations, models of co-teaching, pairing of co-teachers, role of teachers in the classroom, and teacher support. I will be looking at teachers perspectives or experiences as well! *This article surveyed teachers who are involved in co-teaching. I used the same data source for my research. *This article shares actual teacher perspectives and analyzes these perspectives. When I look closely at my data, I can compare it to findings from this article.

Way in which this source influences the field related to my topic. Potential relevance to your research topic and study:

Literature Template

Bibliographic Information (APA Formatting):

Murawski, W. W., & Lochner, W. W. (2011). Observing Co-Teaching: What to Ask For, Look For, and Listen For. Intervention In School & Clinic, 46(3), 174-183. doi:10.1177/1053451210378165

Author(s) Affiliation:

Type of Resource:
(Scholarly article presenting a study; Trade article presenting a teaching strategy or methodology or other; Website describing a curriculum package, etc)

Wendy Murawski is the Eisner Endowed Chair of the Center for Teaching and Learning and a full professor of special education at California State University. Wendy Lochner is a response-to-intervention specialist for the State Department of West Virginia. Trade article presenting a teaching strategy

Summary of essential information:

*This article discusses the three components of co-teaching including co-planning, coinstructing and co-assessing. It then goes on to explain what administrators should ask for, look for, and listen for when observing and working with teachers who are coteaching.

Way in which this source influences the field related to my topic. Potential relevance to your research topic and study:

*This article does a great job explaining the components of co-teaching and I plan to include these components in my research, specifically analyzing if my co-teaching experience has included these components.

*This article shares a worksheet that the two co-teachers can individually complete and then share with one another to evaluate how each feels about the co-teaching relationship. I plan to use this with my co-teacher. *I also plan to analyze my co-teaching experience by comparing my experience with the components mentioned in this article.

Literature Template Post to Weebly Bibliographic Information (APA Formatting): Author(s) Affiliation: Murawski, W. W. (2012). 10 Tips for Using Co-Planning Time More Efficiently. Teaching Exceptional Children, 44(4), 8-15.

Wendy Murawski is the Eisner Endowed Chair of the Center for Teaching and Learning and a full professor of special education at California State University. Trade article presenting a teaching strategy

Type of Resource:
(Scholarly article presenting a study; Trade article presenting a teaching strategy or methodology or other; Website describing a curriculum package, etc)

Summary of essential information:

*This article provides ten tips for how teachers can efficiently plan together, even though time is limited in schools today. It describes these tips in detail. A few of these tips include establishing a regular time, minimizing distractions, and keeping a list of individual student concerns. This article also provides a table with the five most common approaches to co-teaching instruction. *Provides tips for the most important component of co-teaching: planning *Describes the five different co-teaching approaches that may be used in the classroom

Way in which this source influences the field related to my topic. Potential relevance to your research topic and study:

*The ten tips that this article shared are ones which I plan to bring to my co-teachers attention so that we can try to follow them. Some of them, we already use, which is a good sign! Others may help our co-teaching planning time to be more productive. *I plan to reference the chart that describes the different co-teaching approaches by trying out a few that we havent used in my classroom.

Literature Template

Bibliographic Information (APA Formatting): Author(s) Affiliation:

Sileo, J. M. (2011). Co-Teaching: Getting to Know Your Partner. Teaching Exceptional Children, 43(5), 32-38.

* Jane Sileo is an Assistant Professor in the Department of Educational Studies at State University of New York at New Paltz. Trade article presenting a strategy

Type of Resource:
(Scholarly article presenting a study; Trade article presenting a teaching strategy or methodology or other; Website describing a curriculum package, etc)

Summary of essential information:

*This article presents advice and suggestions to teachers who co-teach. It discusses the importance of getting to know your co-teaching partner and building a relationship with that person. It begins by explaining how to build a relationship by communicating openly with one another. It then goes on to discuss the importance of planning together and what that may look like. It finishes off by offering advice for problem solving with your co-teaching partner and how to conquer issues that may arise. *This article shares great advice on how to build a relationship with your fellow coteacher. I know many of the teachers that I surveyed mentioned the importance of having a positive relationship. This was a big part of the experiences of my fellow teachers and co-teachers. *This article discusses the importance of a good relationship between co-teachers and this is something that I have found to be so true this year in my personal experiences. *I also plan to use some of the advice regarding problem solving and also offering that advice to other teachers who may be struggling with their relationship with their coteacher.

Way in which this source influences the field related to my topic. Potential relevance to your research topic and study:

Literature Template

Bibliographic Information (APA Formatting):

Solis, M., Vaughn, S., Swanson, E., & Mcculley, L. (2012). Collaborative models of instruction: The empirical foundations of inclusion and co-teaching. Psychology In The Schools, 49(5), 498-510. doi:10.1002/pits.21606

Author(s) Affiliation:

Michael Solis works in the College of Education at The University of Texas at Austin.

Type of Resource:
(Scholarly article presenting a study; Trade article presenting a teaching strategy or methodology or other; Website describing a curriculum package, etc)

Scholarly article presenting a study

Summary of essential information:

*This study was done to learn more about collaborative models of instruction. Six syntheses were identified from between 1990-2010 that related to the collaborative nature of co-teaching and inclusion in the classroom. Of the six studies, one was a meta-analysis on co-teaching, one was a meta-synthesis on co-teaching, three were synthesis focused on perceptions of inclusion and one focused on effectiveness of inclusion. Findings from these syntheses suggested that co-teaching is likely to be associated with small gains when implemented appropriately. Teachers involved valued support from key personnel and time to collaborate with instructional partners. For students involved, equity and fairness of treatment were consistent findings of research on students perceptions. *This article touches upon co-teaching and the outcomes of it in different types of classrooms and teacher and student attitudes which I am currently looking at in my classroom.

Way in which this source influences the field related to my topic. Potential relevance to your research topic and study:

*This article look into the attitudes, beliefs, and perceptions of teachers about collaborative models, as well as students perceptions. This is something I plan to look at in my building by means of surveys. I will be surveying the other teachers that are involved in the co-teaching model in my school. I also will be surveying my students to understand their thoughts about the co-teaching approach to writing.

Literature Template

Bibliographic Information (APA Formatting):

Walsh, J. M. (2012). Co-Teaching as a School System Strategy for Continuous Improvement. Preventing School Failure, 56(1), 29-36. doi:10.1080/1045988X.2011.555792

Author(s) Affiliation:

Type of Resource:
(Scholarly article presenting a study; Trade article presenting a teaching strategy or methodology or other; Website describing a curriculum package, etc)

James M. Walsh was the director of special education for the Howard County Public School System in Maryland prior to becoming the supervisor in the Graduate Program of Education in Goucher University and a special education consultant in Maryland. Scholarly article presenting a study

Summary of essential information:

*In a study conducted in a local school system in Maryland over 20 years, co-teaching was found to be socially and academically beneficial to both general and special education students. Some system strategies that were used to support the implementation of co-teaching was systemic and continuous professional development that provided support for all co-teaching teams as well as the funding to provide time for co-teachers to plan together on a regular basis. Co-teaching support has helped improve special education student performance by giving these students access to the general education classroom. *Shows ways to support teachers who are co-teaching *Shows a positive outcome of years of co-teaching over an entire district *Show increase in scores of state assessments

Way in which this source influences the field related to my topic. Potential relevance to your research topic and study:

*This article provided information regarding an actual study done on co-teaching and I plan to share the positive outcomes from this study in my research.

Literature Template

Bibliographic Information (APA Formatting):

Welch, M. (2000). Descriptive Analysis of Team Teaching in Two Elementary Classrooms: A Formative Experimental Approach. Remedial & Special Education, 21(6), 366-376.

Author(s) Affiliation:

Marshall Welch is a professor and chair of the Department of Special Education at the University of Utah. Scholarly article presenting a study

Type of Resource:
(Scholarly article presenting a study; Trade article presenting a teaching strategy or methodology or other; Website describing a curriculum package, etc)

Summary of essential information:

*In a study conducted in two elementary schools in the same suburban district, a total of 28 students in a fourth grade class and a total of 17 students in a fifth grade class participated in the team teaching experience. Both classes had students who were eligible for special education services. The team-teachers were two special education teachers and two regular education teachers. All involved teachers had training on team teaching. In both schools, the special education teacher and the general education teacher provided direct service to all students. The results show that all of the teachers wish they had more time for team teaching. The teachers seemed to prefer the leadsupport format of team teaching. Also, all students appear to have made academic gains, although not all were significant. *Team teaching occurred in a 30-45 minute block each day, which is the same time frame as my co-teaching research *My co-teacher and I provide instruction to all students, just as in this study

Way in which this source influences the field related to my topic. Potential relevance to your research topic and study:

*In this study, data were collected by written teacher comments regarding teacher satisfaction of the team teaching experience. I think this would be beneficial to my research if my co-teacher and I took notes on a weekly basis. *They also collected student performance work, which I plan to do. *They also recorded how often they met to plan and what team teaching formats they taught in and liked the most. **Overall, the mode for data collection in this study is something I plan to follow!