MEETINGS

Beginning 12/9/11 - Notes from meetings. Post the most recent meeting notes at the top. _________________________________________________________________________________________


 * ==== Authors (date) ==== || ==== Grade levels ==== || ==== Students (Nondisabled, ELL, SLD, etc) ==== || ==== Comparison model(s) (Solo teaching, Resource Program, etc) ==== || ==== Outcomes ====

(Report card grades, attendance, EOGs, Achievement test scores, AIG referrals, disciplinary referrals, etc)
||


 * 1) ====What were the results/findings?====
 * 2) ====What were the conclusions/implications for co-teaching?====
 * 3) ====What is your critique, including further research?====

[Note to self: Since there are 89 studies, consider how many should be read, perhaps an on-line jigsaw activity should be added? ]

Activity 2.1. Participants discuss the following six problems with studies of co-teaching reported by Weiss and Brigham (2000) and apply each problem to the set of studies they read.

 * 1) ====The authors leave out vital information on the measures used in their studies.====
 * 2) ==== The authors interview teachers where co­-teaching is already considered"successful," thus incurring potential bias. ====
 * 3) ==== The major variable in the success or failure of a co-teaching program appears to be the teachers' personalities. ====
 * 4) ==== The general and special education teachers do not have a clear and/or similar definition of co-teaching or collaboration. ====
 * 5) ==== Due to the design of the research, behavioral and grade changes (as well as other outcomes) are frequently stated qualitatively (e.g.,"improved,' '''better"), rather than quantitatively or definitively. ====
 * 6) ==== Few studies describe the actions of the special education teacher during the process of co-teaching. ====

==== One possibility: //Identifying and Implementing Educational Practices Supported By Rigorous Evidence: A User Friendly Guide. A//vailable at [] ====

Look for video clips and/or Power Points too. Think of creating a ludicrous study of co-teaching filled with non-examples that they must 'correct' and align with the principles.]
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