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Full-Text Articles in Education
Two Models Of Coteaching From University Teaching Staff: Phenomenographic Research, Jesus Pinzón-Ulloa, Mariana Tafur Arciniegas Dr, Irma A. Flores H.
Two Models Of Coteaching From University Teaching Staff: Phenomenographic Research, Jesus Pinzón-Ulloa, Mariana Tafur Arciniegas Dr, Irma A. Flores H.
The Qualitative Report
The literature of coteaching in the post-secondary landscape encompasses a wide array of different conceptions. Having multiple meanings of coteaching in higher education may pose some challenges for effectively implementing and researching this collaborative model. We should have a clear picture of the qualitatively different ways in which educators who co-teach in post-secondary settings understand this practice. Aiming to offer one of the first contributions to this effort, we analyzed the experiences of 16 university coteaching practitioners from a top university in Bogotá, Colombia. The sample participants´ interviews were analyzed using a phenomenographic methodology (Marton, 1981), which seeks to capture …
Strengthening A Culture Of Collaboration Through Intentional And Strategic Collaborative Practices, Jimena Zalba
Strengthening A Culture Of Collaboration Through Intentional And Strategic Collaborative Practices, Jimena Zalba
The Dissertation-in-Practice at Western University
Collaboration can inspire professional learning, improve teaching practices, and impact student learning and well-being. Yet, not all types of collaboration yield these desired results, as is in the case of Elementary School (ES) at Paradise International School (PIS; a pseudonym). This Organizational Improvement Plan (OIP) presents a problem of practice (PoP) that addresses the lack of intentional and strategic collaborative practices at PIS. Within a pragmatic worldview, this OIP is grounded in a socioconstructivist theory, one that frames three chosen interrelated leadership models: transformational, constructivist, and distributed. A synthesis of these theoretical foundations results in three leadership principles and 10 …
Transitioning Secondary Mathematics Pedagogy Towards Reform-Oriented Practice Through Coteaching, Jessica Tybursky Nuzzi
Transitioning Secondary Mathematics Pedagogy Towards Reform-Oriented Practice Through Coteaching, Jessica Tybursky Nuzzi
Theses, Dissertations and Culminating Projects
Reform standards in mathematics education have called for classrooms that are student-centered and that incorporate problem solving and reasoning for meaningful learning. After decades of reform efforts involving multiple stakeholders, research indicates that most classrooms remain teacher-centered and procedurally focused, due to the complexity of concerns and competing intentions that teachers face in their work. Coteaching, a commitment between two teachers to coplan, coenact, and coreflect on lessons, can serve as an ongoing, sustained, focused, integrated, reflective professional development structure that supports teachers towards growth. The theoretical constructs used to describe possible growth towards reform orientations in teaching secondary mathematics …