The Four “Knows” of Collaborative Teaching

By Elizabeth B. Keefe, V. M. Moore, Frances R. Duff. 2004

105 citations recorded by the source corpus.

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Behaviors of Teachers in Co-taught Classes in a Secondary School (2007, background): “Keefe, Moore, and Duff (2004) indicate that teachers in collaborative, co-teaching roles should a) know themselves, b) know their partner, c) know their students, and d) know their ‘‘stuff’’ (i.e., content).”
Preparing Special Educators for Collaboration in the Classroom: Pre-Service Teachers' Beliefs and Perspectives. (2014, background): “Difficulties in negotiating power within the co-teaching relationship are well documented (e.g. Keefe et al., 2004; Mastropieri et al., 2005; Walsh & Jones, 2004).”
Collaboration of General and Special Education Teachers: Perspectives and Strategies (2017, methodology): “Communication has been identified as an integral part of collaboration (Paulsen, 2008), with educators indicating the importance of communication in forming positive relationships (Keefe et al., 2004).”
Teachers’ experiences with co-teaching as a model for inclusive education (2016, background): “…in the field that teachers’ interest and attitudes regarding co-teaching and/or collaborative teaming may shape the type and range of co-teaching practices they will use (Brownell and Walther-Thomas 2002; Keefe, Moore, and Duff 2004), there is little research investigating this association.”