Tuesday, May 25, 2010

Collaborative teaching

The following articles are available fulltext via our Ebscohost database. You can request access to these articles by contacting Learning Exchange or you can access the Ebscohost databases via Staffnet-Resources-Library-eResources.

A Collaborative Conversation.
By: Staenberg, Linda; Vanneman, Susan. School Library Monthly, Dec2009, Vol. 26 Issue 4, p15-17, 3p, 1 Black and White Photograph
Abstract: An interview with school librarian Susan Vanneman and classroom teacher Linda Staenberg is presented. When asked about their perceptions of collaborative teaching, they refer to the limited cooperation and coordination among librarians and educators. Vanneman reveals that the team became a Professional Learning Community that focuses on lesson design, strategies, and extension activities. Staenberg suggests to share a vision through open communication to effectively collaborate on projects.

Building Guided Inquiry Teams for 21st-Century Learners.
By: Kuhlthau, Carol C.; Maniotes, Leslie K.. School Library Monthly, Jan2010, Vol. 26 Issue 5, p18-21, 4p, 5 Charts
Abstract: The article tackles on how to design a teaching team that uses a guide inquiry approach in meeting the needs of 21st-century learners. It outlines the five kinds of learning in the inquiry process which are curriculum content, information literacy, learning how to learn, literacy competence and social skills. It discusses the use of core and extended teams in implementing the guided-inquiry learning, and illustrates its application in primary, middle and high school levels.

Co-Instructing at the Secondary Level.
By: Rice, Nancy; Drame, Elizabeth; Owen, Laura; Frattura, Elise M.. Teaching Exceptional Children, Jul/Aug2007, Vol. 39 Issue 6, p12-18, 7p
Abstract: The authors discuss strategies for successful collaborative teaching at the secondary level. Some tips for success include understanding your partner's teaching style, determining that all involved parties have a willingness to co-teach, and scheduling shared planning time. The United States Individuals With Disabilities Education Improvement Act of 2004 (IDEA 2004) along with the United States No Child Left Behind Act (NCLB) mandate that special education instruction must be closely tied to the general education curriculum, making successful collaborative teaching all the more important. It is noted that a study conducted with general educators revealed that some of the most relevant qualities for a special education instructor include professionalism and content knowledge.

Collaborative School Communities that Support Teaching and Learning.
By: Irwin, Judith W.; Farr, William. Reading & Writing Quarterly, Oct-Dec2004, Vol. 20 Issue 4, p343-363, 21p
Abstract: After reviewing the literature on the power of collaborative community in schools, the authors describe interview data collected from educators involved in collaborative change projects related to literacy. First, the authors interviewed a teacher from a middle school team that had changed their literacy instruction toward a more inclusive and authentic pedagogy. Second, the authors interviewed participants from a similar one-year collaborative change program in one elementary school. The data describe experiences of teacher decision-making within communities that are characterized by respect for differences, mutual caring and support, and inclusive decision-making processes. The subsequent loss of a sense of collaborative community in the school study is partially explained by factors that intervened in the ensuing years and was accompanied by a shift away from authentic literacy experiences and back to the use of worksheets and standardized programs.

Collaborative Teaching to Increase ELL Student Learning: A Three-Year Urban Elementary Case Study.
By: York-Barr, Jennifer; Ghere, Gail; Sommerness, Jennifer. Journal of Education for Students Placed at Risk, Jul2007, Vol. 12 Issue 3, p301-335, 35p, 2 Diagrams, 2 Charts Abstract: Urban schools, noted for their diverse student populations and variety of instructional resources and personnel, often are challenged in providing a coherent and differentiated instructional program for the wide array of learners served. In this article, we describe coteaching instructional models to support ELL students in elementary general education classrooms. ELL and general education teachers collaborated in planning, teaching, and reflecting on their instruction. Despite an expedited timeline for implementation and decreased personnel resources in the 2nd year of the study, collaborative teaching relationships were productive and rewarding. Of greatest importance, ELL student achievement increased substantially. Implications for practice include building the knowledge that supports collaboration, strategically allocating instructional personnel, and providing ongoing opportunities for collaborative learning and development.

Coteaching Revisited: Redrawing the Blueprint. By: Kloo, Amanda; Zigmond, Naomi. Preventing School Failure, Winter2008, Vol. 52 Issue 2, p12-20, 9p, 3 Charts Abstract: Coteaching involves 2 certified teachers: 1 general educator and 1 special educator. They share responsibility for planning, delivering, and evaluating instruction for a diverse group of students, some of whom are students with disabilities. In this article, the authors review models of coteaching and the research base for coteaching and describe coteaching as it is currently practiced. After arguing that educators have not yet realized the potential of coteaching, the authors propose a new framework for looking at coteaching and a blueprint to guide its implementation differently in different instructional environments.

Learning About Mason: A Collaborative Lesson With a Struggling Reader.
By: Compton-Lilly, Catherine. Reading Teacher, May2010, Vol. 63 Issue 8, p698-700, 3p, 1 Black and White Photograph
Abstract: This article describes a collaborative lesson that a first-grade teacher created with her teaching colleagues to help her identify and address the reading challenges that one of her students experienced. She had been working with the student for several months, but had made little progress. The collaboration involved a small group of educators who worked with the student using the Reading Recovery program. Reading Recovery can be used with groups of students or individuals. The article explains how a collaborative lesson works and provides details of the particular plan for the student in question.

'Working Smarter By Working Together'.
By: Honawar, Vaishali. Education Digest, Oct2008, Vol. 74 Issue 2, p17-21, 5p Abstract: The article presents an exploration into the use of collaborative teaching methods as a mean to improve the impact of education in the United States. An overview of the philosophy and practicality of the teacher-collaboration model is given, highlighting its distinction from traditional ideas of the individual-teacher to individual-student paradigm. Comments are offered warning against the challenges of the method, citing the need to avoid intra-teacher conflict. The importance of applying collaborative teaching as a paradigm for specific needs rather than a formulaic method is also asserted.

Books and multimedia resources available from Learning Exchange

Collaborative teaching in elementary schools: making the co-teaching marriage work! Murawski, Wendy W. 2010
Collaborative teaching in secondary schools : making the co-teaching marriage work! Murawski, Wendy W. 2009
Purposeful co-teaching: real cases and effective strategies,Conderman, Greg, 2009
A guide to co-teaching: practical tips for facilitating student learning, Villa, Richard A.,2008