Pedagogical strategies in the cotaught K–12 inclusive setting: role responsibility for teacher partners and leaders

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

Teacher Development Pub Date : 2024-05-27 DOI:10.1080/13664530.2024.2357769

Carol A. Mullen, Jennifer L. Fleming

引用次数: 0

Abstract

Knowledge of instructional strategies in cotaught K–12 classrooms raises awareness of this unique collaboration for benefitting students with disabilities. The purposes of this qualitative study we...

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K-12 全纳环境中的同堂授课教学策略：教师伙伴和领导者的角色责任

对 K-12 年级共同授课课堂教学策略的了解提高了人们对这一有利于残疾学生的独特合作的认识。这项定性研究的目的是...

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来源期刊

Teacher Development EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.10

自引率

8.30%

发文量

期刊介绍： Teacher Development is a fully refereed international journal publishing articles on all aspects of teachers" professional development. It acts as a forum for critical and reflective attention to practice in teacher development and aims thereby to contribute to the quality of professional development. The journal takes a "whole-career" view of teacher development, and work from both international and inter-professional perspectives is welcome. Articles may deal with teacher development in varying political and professional contexts, and may be in a variety of styles, in keeping with the diversity of activity in professional development.