Literature: (Scholarly /Trade/Other)

Literature
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(Scholarly /Trade/Other)
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field related to your
inquiry (ex. Math
teaching/learning
elementary)
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Bouck, Emily C. (2007). Co-teachingnot just a textbook term: implications for

practice, preventing school failure. Alternative education for children and youth,
51(12), 46-51.
Emily C. Bouck is assistant professor of Special Education at Purdue University, West
Lafayette, IN.
Scholarly article presenting a study between a general education and special education
teacher in two eighth grade classes.
This article explains the results from participants involved in co-teaching providing
information on instruction, classroom management, discipline and professionalism.
Co-teaching is a highly complex relationship between all parties and negotiating roles.
Co-teachers have to construct their relationship, the space they share, and address
tensions that will arise.
This article discusses the benefits for co-teaching situations and the tensions involved
in co-teaching.
Solis, M., Vaughn, S., Swanson, E., & McCulley, Lisa. (2012). Collaborative models of
instruction: the empirical foundations of inclusion and co-teaching. Psychology in the
schools, 49(5), 498-510.
Solis, Michael; Vaughn, Sharon; Swanson, Elizabeth, McCulley, Lisa. This research
was supported by a grant from the Institute of Education Sciences, U.S. Department of
Education.
Peer Reviewed Scholarly Journal Article; Reports-Research
information:
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inquiry (ex. Math
teaching/learning
elementary)
study:
This article explains the different models of co-teaching and both participants roles. It
discusses the social and academic outcomes for those students who are in an inclusive
classroom. It discusses teachers perceptions on planning time, training, and beliefs.
This article also goes into student perceptions on the collaborative setting.
Understanding the various collaborative models allows me to see where and how I can
use these various models in my own classroom to provide the best instruction for my
students.
The teacher support issues and student perceptions allows me to understand all parties
involved in co-teaching.

Formatting):
Thousand, J., Villa, R., Nevin, A. (2006). The many faces of collaborative planning
and teaching. Theory into practice, 45 (2), 239-248.
Jacqueline Thousand, Richard Villa, Ann Nevin; no affiliations available.
Type of Resource:
Scholarly article that explores the benefits of collaborative planning and teaching.
information:
Way in which this

inquiry (ex. Math
teaching/learning
elementary)
study:

Formatting):
Type of Resource:
information:
This article discusses the benefits of collaborative planning and teaching; stating the
positive outcomes in academics and social skills for low-achieving students. It explains
the least to most intense and intrusive student support options. The article discusses the
four approaches of what co-teaching can look like. It discusses the issues teachers
come across and tips for success.
In my own co-teaching experience, I believe that planning and teaching go hand and
hand. This article gave me insight to the various approaches and tips for smoothing out
those issues that arise. The authors describe multiple ways to collaborate and co-teach
and a method for assessing the effectiveness of teaching teams.
This article explains the issues involved in planning and collaborating, which I
understand how it can be a problem, but also makes co-teaching beneficial for all when
it is done correctly. Can I use these tips with my colleague?
Walther-Thomas, C. (1997). Co-teaching experiences: The benefits and problems that

teachers and principals report over time. Journal of learning disabilities, 30 (4), 395407.
Christine S. Walther-Thomas, PhD, is an associate professor in the Educational Policy,
Planning, and Leadership Program in the School of Education at the College of
William & Mary in Williamsburg, Virginia.
Scholarly article on a three year case study of elementary and middle school teams
involved in co-teaching with students with disabilities in an inclusion classroom.
This is a 3 year study on the development and implementation of a program designed
to support students with disabilities in mainstream classrooms. This co-teaching
method made both teachers responsible for direct instruction, curriculum development,
guided practice, progress monitoring, communication with families and evaluations.
Four major benefits were identified for students with disabilities: positive feelings
about themselves as capable learners, enhanced academic performance, improved
social skills and stronger peer relationships. Five major benefits were identified for
Way in which this

inquiry (ex. Math
teaching/learning
elementary)
study
Formatting):
most students in the co-taught classrooms: improved academic performance, more time
with and attention from the teacher, increased emphasis on cognitive strategies and
study skills, increased emphasis on social skills, and improved classroom communities.
The major problem was scheduled planning time, student scheduling, caseload
concerns, administrative support, and staff development opportunities.
This article allows me to see all sides, the benefits for the general and special education
students and the teachers. It also shows how scheduled planning times are one of the
biggest problems.
This article explains the benefits and limitations that arise in a co-taught classroom. It
explains all participates involved: both teachers and students. I feel that the benefits
stated for the students are similar to my own classroom.
Way in which this

inquiry (ex. Math
teaching/learning
elementary)
study:
Wassell, B., LaVan, Sarah. (2009). Revisiting the dialogue on the transition from coteaching to in-service teaching: New frameworks, additional benefits and emergent
issues. Cultural studies of science education, 4 (2), 477-484.
Beth A. Wassell is Assistance Professor of Teacher Education at Rowan University in
Glassboro, New Jersey. Sarah-Kate LaVan is Assistance Professor of Science
Education at Temple University in Philadelphia, PA.
This scholarly article focuses on the benefits and considerations that stem from
employing additional theoretical frameworks for analyzing research in co-teaching and
the future direction that should be explored in co-teaching research, based on the issues
raised by all of the response authors.
This case study focuses on the individual learning of two teachers and how co-teaching
impacted their practices. Co-teaching allowed for both teachers to have shared
reflections while planning and guiding through the curriculum and build trusting
relationships with their students. When co-teachers share the same beliefs about
teaching, learning, and other elements of classroom work, their professional
relationships supports the collaborative and share nature of the co-teaching model.
This article brings up this beneficial points that make co-teaching more successful:
When co-teachers share the same beliefs about teaching, learning, and other elements
of classroom work, their professional relationships supports the collaborative nature of
the co-teaching model. This I can relate to in my own co-teaching experiences. I feel
those that co-teach together, need to have similar teaching philosophies or else there
will be many frustrations along the way.
This article discusses the benefits and frustrations of co-teaching. This article mentions
the importance of planning time, not just to plan the week, but to reflect on the
execution of lessons and your own teaching as an educator.

Formatting):
Haney, D. (2009). Co-teaching integrates special education students in traditional

classrooms. Journal star, December 12.
Type of Resource:
information:
Dave Haney is a writer for Journal Star.
Type of Resource:
Trade article discusses co-teaching among two fourth grade teachers.
information:
Way in which this

inquiry (ex. Math
teaching/learning
elementary)
study:

Formatting):
Type of Resource:
information:
Way in which this

inquiry (ex. Math
This author discusses co-teaching among two fourth grade teachers. The author
explains the success of co-teaching and it depends on how well the teachers work
together. Partners must establish trust, work on communication, and share in the work
to overcome conflict and handle it in a constructive way. These two teachers shared
their lesson plans as well as teaching in front of the class. Both teachers learn from
each other; everyone benefits, students and teachers. It states that students who do not
qualify for special educations services, the co-teaching model benefits them greatly.
This article focuses more on the benefits of all parties involved in co-teaching. It does
state how success usually comes more often when teachers volunteer to be part of this
program. It states that co-teaching allows for greater intervention and more individual
time with all students no matter their level.
Beneficial for all parties involved. More individual or small group time with students
is a bonus right there!
Pugach, M.., Winn, J., (2011). Research on co-teaching and teaming. Journal of
special education leadership, 24 (1), 36-46.
Marleen C. Pugach, Ph.D., is a professor in the Department of Curriculum and
Instruction, University of Wisconsin. Judith A. Winn, Ph. D., is an associate professor
in the Department of Exceptional Education, University of Wisconsin.
Scholarly article on the research on co-teaching and how administrators can develop
purposeful induction for novice-special education teachers.
Co-teaching provides a means for special and general education teachers to support
one another in their common goal of providing a high-quality education to all of their
students in the shared setting. Findings suggested that volunteers for co-teaching were
more satisfied than non-volunteers and reported greater mutual respect. Special
education teachers reported having subordinate instructional roles and unclear defined
roles. Barriers included lack of common planning time and lack of administrative
support. From this analysis, the authors reasserted the value of co-teaching,
particularly the benefits for special education teachers in terms of learning the
academic curriculum. Co-teaching allows for the general education teachers to benefit
in terms of learning about behavior management and adapting instruction. It can be
difficult for veteran teachers to assist in novice special education teachers and do not
seem as team players. There are guidance notes to help administrators with this issue.
I have been in this teachers shoes before; being the novice special education teacher
and feeling not part of a team.
teaching/learning
elementary)
study:
Formatting):
Type of Resource:
information:
Way in which this

inquiry (ex. Math
teaching/learning
elementary)
study:

Formatting):
Type of Resource:
information:
A limitation toward the special education teacher is when they are faced with a team
where they feel they truly do not know their role.
Keefe, E., Moore, V. and Duff, F. (2004). The four knows of collaborative teaching.
Teaching exceptional children, 36 (5), 36-42.
Elizabeth B. Keefe (CEC New Mexico Federation), Assistance Professor. Veronica
Moore (CEC Chapter #301), Instructor, Special Education Program, The Universtiy of
New Mexico, Albuquerque. Frances Duff, Teacher Albuquerque Public Schools, New
Mexico.
Trade article on creating positive and collaborative co-teaching classrooms at the high
school level.
The authors explain the four essential areas educators must be aware of when creating
positive and collaborative co-teaching classrooms at the high school level. The four
knows are knowing yourself, knowing your partner, knowing your students, and
knowing your stuff.
Co-teaching is a long term commitment and relationship. There are many challenges,
but when it works it is a success. When co-teaching works, the feeling of
accomplishment, trust, mutual respect, and companionship are powerful. Knowing
yourself, partner, students and stuff can lead to a year of success with you and your
colleague.
This article gives great tips to those who get involved in co-teaching. These tips are
simple, straight forward, and to the point.
Scruggs, T., Mastropieri, M., and McDuffie, K. (2007). Co-teaching in inclusive

classrooms: A metasynthesis of qualitative research. Exceptional children, 73 (4), 392416.
Thomas E. Scruggs (CEC VA Federation), Professor of Special Education and
Director, Ph. D in Education Program. Margo A. Mastropieri (CEC VA Federation),
Professor, College of Education and Human Development, George Mason University,
Fairfax, VA. Kimberly A. McDuffie (CEC Federation), Assistant Professor of Special
Education, Eugene T. Moore School of Education, Clemson University, SC.
Scholarly article on the qualitative research with thirty two investigations of coteaching in inclusive classrooms.
In this study, it explained the top five most common co-teaching variations, being one
teaches, one assists as the most common. It discusses the social benefits for children
without disabilities and those with disabilities. Both groups of students had more
attention from both teachers. The benefit for teachers were the increased competence
in their colleagues areas of expertise, whether it be the special education teacher
Way in which this

inquiry (ex. Math
teaching/learning
elementary)
study:

Formatting):
Type of Resource:
having behavior management techniques or the regular education teacher in the content
of the curriculum. Across these studies, teacher repeatedly stressed the importance of
the following elements: administrative support, voluntary participation, compatibility
of teachers, adequate planning time, and training.
In my co-taught classroom, we use the one teach, one assist model the most. This
model is used for whole group instruction, carpet work or seat work. However, we mix
it up and both take on each responsibility. For certain things, I tend to gravitate toward
those students with IEPs and the regular education teacher tends to gravitate toward
those without, however we work with and assist all students.
This discusses the benefits of all parties involved in co-teaching: students and teachers.
Austin, V. (2001). Teachers beliefs about co-teaching. Remedial and special

education, 22 (4), 245-255.
Vance L. Austin, Ph. D. is an assistant professor at Hofstra University in the
Department of Counseling, Research, Special Education, and Rehabilitation. His
research interests include the investigation of effective collaborative teaching practices
and models of inclusive education, programs that facilitate the education of students
with emotional/behavioral disorders, and the application of knot theory to reading
instruction.
Scholarly article that is a case study that focusses on the beliefs about co-teaching.
information:
Way in which this

inquiry (ex. Math
teaching/learning
elementary)
study:
Scholarly article that is a case study that focusses on important factors affecting
collaborative teaching, including effective strategies that were both valued and used,
important teacher preparations, and school-based supports. Two conclusions were
found: One general education co-teachers were perceived as doing more than their
special education partner. Two: Co-teachers who had access to the collaborative
practices, considered them less valuable in practice than in theory.
This article takes into account the opinions of teachers involved in co-teaching through
the surveys they are given. Teachers can express how they feel in the following
responsibilities in the classroom: planning, instruction, modifications, remediation,
discipline, management, and grading.
The survey I gave to the teachers in my school allowed them to express their feelings
and beliefs about co-teaching. They were asked about positives, negatives and if they
would co-teach again.

Formatting):
Type of Resource:
Brown, S., Arnell, A. (2012). Measuring the effect teacher absenteeism has on student
achievement at a urban but not too urban: Title I elementary school. International
journal of humanities and social science, 2 (17), 172-182.
Sidney L. Brown, Ph.D. Associate Professor Instructional Leadership/ CLSE, Auburn
University at Montgomery Alabama. Anethia T. Arnell, Graduate Student. Alabama
State University Montgomery, Alabama.
Scholarly journal article on the study of teacher absences and student achievement.
information:
Way in which this

inquiry (ex. Math
teaching/learning
elementary)
study:

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This addresses the effect that teacher absenteeism has on academic achievement in
grades 3-6 in a selected elementary school in Montgomery, Alabama. Current trends of
teacher absenteeism seriously disrupts the learning environment of the classroom.
Current teacher absenteeism averages 8-10%, which is about 10 days a year. Substitute
teachers do not always measure of to the regular classroom routines and methods to
stimulate students to learn. Teachers who had the greatest number of absences,
individual standardized test scores were lowered.
Studies indicate substitute teachers are not as effective in the classroom as regular
education teacher because of the lack of continuity in the education program. Other
teachers tend to feel more burdened because they may have to plan for the teacher who
is absent. This relates to my inquiry because when my co-teacher or I are absent, we do
not need a sub and can keep the consistency in the classroom for the students.
This is a benefit for the students who keep consistency. Also, with having the inclusive
classroom I do not need to write out detailed information on certain students since my
colleague will be the substitute.
Kronholz, J. (2013). No substitute for a teacher. Education next, 13 (2).

June Kronholz is a former Wall Street Journal reporter and a regular contributor to
Education Next.
Trade article for education on teacher absences.
information:
Way in which this

Teacher are absent more than 10 days a school year. Some schools do not pay much to
substitute teachers and some states do not require a teacher certificate. When there is a
substitute, some teachers can leave worksheets, busy work or videos. It also stated in
this article, that teachers in traditional districts tend to take off more than teachers in
charter schools. Scores for students can be lower due to some learning loss that comes
from disruption to the classroom, substitutes do not know the kids, the classroom
routines, or the school culture. Many private schools and some charter schools will
have colleagues fill in if a substitute did not fill the absence.
This relates to my inquiry because I have the inclusion classroom and when my coteacher or I are absent we do not need to get a substitute.

inquiry (ex. Math
teaching/learning
elementary)
study:
Therefore, since when my co-teacher or I are absent we do not need to get a substitute
we can keep the routines in the classroom and curriculum the same.

Literature: (Scholarly /Trade/Other)

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Literature

Bib. Information (APA

Bib. Information (APA

Bouck, Emily C. (2007). Co-teachingnot just a textbook term: implications for

Way in which this

Bib. Information (APA

Jacqueline Thousand, Richard Villa, Ann Nevin; no affiliations available.

Way in which this

Bib. Information (APA

Walther-Thomas, C. (1997). Co-teaching experiences: The benefits and problems that

Way in which this

Way in which this

Bib. Information (APA

Haney, D. (2009). Co-teaching integrates special education students in traditional

Dave Haney is a writer for Journal Star.

Trade article discusses co-teaching among two fourth grade teachers.

Way in which this

Bib. Information (APA

Way in which this

Way in which this

Bib. Information (APA

Scruggs, T., Mastropieri, M., and McDuffie, K. (2007). Co-teaching in inclusive

Way in which this

Bib. Information (APA

Austin, V. (2001). Teachers beliefs about co-teaching. Remedial and special

Way in which this

Bib. Information (APA

Way in which this

Bib. Information (APA

Kronholz, J. (2013). No substitute for a teacher. Education next, 13 (2).

Way in which this

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