eCoaching: The Effects on Co-Teachers’ Planning and Instruction
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Marcia L. Rock, Professor (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
Abstract: Although co-teaching has become a popular approach to special education service provision in inclusive classrooms, practitioners have struggled to carry it out well. One suggestion for improvement has been to provide co-teachers with training that includes coaching. In this study, we used single-case (ABAB) withdrawal design, to investigate the effects of eCoaching, delivered through online bug-in-ear technology, on co-teachers as they planned and carried out co-teaching. Participants included three co-teaching dyads (n = 6); each comprised of one general and one special educator. Visual inspection of graphed data along with quantitative analysis (i.e., percentage of non-overlapping data) confirmed that eCoaching increased participants’ use of varied co-teaching models and student-specific accommodations, while co-teachers’ interviews and students’ time samples verified social validity. Taken together, these findings lead to better understanding of the benefits and limitations of eCoaching with co-teachers.
eCoaching: The Effects on Co-Teachers’ Planning and Instruction
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Created on 5/5/2015
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Additional Information
- Publication
- Teacher Education and Special Education, 37(3), 191-215
- Language: English
- Date: 2014
- Keywords
- eCoaching, bug in ear, co-teaching, professional development, planning and instruction, teacher preparation policy/service delivery