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)
The University of North Carolina at Greensboro (UNCG )
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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.

Additional Information

Teacher Education and Special Education, 37(3), 191-215
Language: English
Date: 2014
eCoaching, bug in ear, co-teaching, professional development, planning and instruction, teacher preparation policy/service delivery

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