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Congruence Between Roles and Actions of Secondary Special Educators in Co-Taught and Special Education Settings

We examined co-teaching in secondary classrooms by interviewing and observing special education teachers in co-taught and special education classrooms. Using qualitative methods and a grounded theory (constant-comparative) method of data analysis, we identified salient, recurrent patterns that suggested a description of co-teaching definitions, roles, and instructional actions and then compared this description to roles and actions in special education classrooms.

  • Contributor: Weiss, M. P. & Lloyd, J. W.
  • Date Published: Summer
  • Journal/Secondary Title: The Journal of Special Education
  • Number: 2
  • Volume: 36
  • Year: 2002

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