Co-teaching in Queensland Primary Schools: Teacher Reflections.

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Beamish, Wendi
Bryer, Fiona
Davies, Michael
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B. Bartlett, F. Bryer, & D. Roebuck

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2005
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Gold Coast

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Abstract

Australian schools have begun to implement a variety of inclusion models, but there is little local research into the effectiveness of these models. Co-teaching strategies have been used for 15 years to accommodate the diverse range of learners in North American classrooms. Co-teaching, an extension of traditional team teaching, has proven to be a successful strategy for increasing collaboration between regular and special educators. A partnership between university researchers and staff at three primary schools has started to introduce co-teaching into primary classroom practice and to study the kind of microprocesses involved in these collaborations. Six mini-teams of regular and special education teachers systematically used a co-teaching strategy to plan, implement, and evaluate a unit of work in classes with diverse abilities and needs across the second half of 2005 (July-November). Five sessions of action learning enabled school teams and university staff to come together in order to share perspectives and to document reflections-on-action. Teacher responses to and reflections about the first three sessions showed changing thoughts and beliefs about roles and responsibilities in regular classrooms.

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Stimulating the "action" as participants in participatory research

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© The Author(s) 2005 Griffith University. The attached file is posted here with permission of the copyright owners for your personal use only. No further distribution permitted. For information about this conference please refer to the publisher's website or contact the authors.

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