Congruence Between Roles and Actions of Secondary Special Educators in Co-Taught and Special Education Settings

By Margaret P. Weiss, John Wills Lloyd. 2002

218 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d49213f495152dec055c1072b04c0d8270d48ddd

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Citations in the corpus

Providing Immediate Feedback to Co-Teachers Through Bug-in-Ear Technology: An Effective Method of Peer Coaching in Inclusion Classrooms (2010, background): “…is prevalent in schools across the country and is in fact increasing as a service delivery model (Austin, 2001; Boudah et al., 1997; Magiera & Zigmond, 2005; Scruggs et al., 2007; Weiss & Lloyd, 2002); yet, its effectiveness has not been proved through empirical evidence (Murawski & Swanson, 2001).”
Case Studies in Co-Teaching in the Content Areas (2005, background): “Research by Zigmond and Matta (2004) and Weiss and Lloyd (2002) also reported that special education teachers frequently took on the role of instructional aide in secondary content-area classrooms.”
Educators' Perceptions of Collaborative Planning Processes for Students With Disabilities (2009, background): “Numerous other studies have reported that scheduling time is a barrier for effective collaboration (Kamens et al., 2003; Klinger & Vaughn, 2002; Malone, Gallagher, & Long, 2001; Scruggs & Mastropieri, 1996; Trent, 1998; Weiss & Lloyd, 2002).”
Differential Effects of Peer Tutoring in Co-Taught and Non-Co-Taught Classes: Results for Content Learning and Student-Teacher Interactions (2009, background): “…(e.g., Dieker, 2001; Vaughn, Schumm, & Arguelles, 1997); (b) perceptions of key players (e.g., Pugach & Wesson, 1995; Walther-Thomas, 1997); (c) teacher roles and use of their time (e.g., Weiss & Lloyd, 2002; Zigmond & Matta, 2004); and (d) academic achievement and co-teaching (e.g., Weichel).”
Co-Teaching in Inclusive Classrooms: A Metasynthesis of Qualitative Research (2007, background): “Other models reported by teachers or observed by researchers include team teaching (Curtin, 1998; Feldman, 1998; Mastropieri et al., 2005; Weiss & Lloyd, 2002); alternate teaching (Curtin); and station teaching (Tarrant, 1999).”
50 Ways to Keep Your Co-Teacher (2008, background): “Novice co-teachers often report mainly using a “one teach, one support” approach in the classroom (Weiss & Lloyd, 2002).”
Professional Development Experiences in Co-Teaching (2013, background): “A relatively small body of empirical work has addressed this area, and studies that exist have primarily focused on teachers’ roles and relationships and program logistics (Friend et al., 2010; Weiss & Lloyd, 2002).”
The Many Faces of Collaborative Planning and Teaching (2006, background): “…students with emotional disturbance and other at-risk characteristics (Dieker, 1998); language delays (Miller, Valasky, & Molloy, 1998); English-language learners (Bahamonde & Friend, 1999); and students with and without disabilities in secondary classrooms (Mahony, 1997; Weiss & Lloyd, 2002).”
Promoting Research-Based Practices Through Inclusion? (2007, background): “Other researchers, as well, have questioned the efficacy of the practice at the middle and secondary levels ( Weiss & Lloyd, 2002 ; Zigmond & Matta, 2004 ).”
How Does the Quality and Stability of the Teaching Force Influence the Research-to-Practice Gap? (2008, background): “…report difficulties such as being expected to serve primarily as case managers rather than teachers (Morvant et al., 1995), doing the work of paraprofessionals (Weiss & Lloyd, 2002), or trying to use interventions in settings that are designed with other goals in mind (Baker & Zigmond, 1995).”
Co–Teaching in Middle School Classrooms under Routine Conditions: Does the Instructional Experience Differ for Students with Disabilities in Co–Taught and Solo–Taught Classes? (2005, background): “Some authors (Boudah, Schumacher, & Deschler, 1997; Morocco & Aguilar, (2002); Weiss & Lloyd, 2002) have also pointed to desirable in-class learning behaviors that might be achieved through co-teaching, such as student engagement or targeted instruction by either teacher to students with…”
Learning about Co-teaching: A Collaborative Student Teaching Experience for Preservice Teachers (2007, background): “However, due to the inconsistencies in practice, the effectiveness of co-teaching may vary depending upon the context (Murawski & Swanson, 2001; Trent et al., 2003; Weiss & Lloyd, 2002; Weiss & Lloyd, 2003).”
An Examination of Co-Teaching (2009, unknown): “…2001; Dieker & Murawski, 2003; Fennick & Liddy, 2001; Gerber & Popp, 1999; Keefe & Moore, 2004; Murawski & Swanson, 2001; Noonan, McCormick, & Heck, 2003; Rice & Zigmond, 2000; Ritter et al., 1999; Villa, Thousand, & Nevin, 2004; Walther-Thomas & Bryant, 1996; Weiss & Lloyd, 2002; Zigmond, 2003).”