This comprehensive guide highlights the benefits of co-teaching as a way to address NCLB and IDEA requirements so that all students have access to highly qualified teachers.
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Book Description
Editorial Reviews
Review
"Provides a road map for how special and general education teachers can work to effectively meet the needs of students with and without disabilities while working in classrooms that model cooperation and respect." (Mary Falvey, Professor of Special Education )
A Guide to Co-Teaching is a must-have. All members of the school community will find something useful in this book, and what they find will guarantee that student learning is improved. (Douglas Fisher, Associate Professor of Teacher Education )
The authors clearly explain the four models of co-teaching and provide vignettes for teachers at every level. Readers will find the many reflective tools and guides for lesson planning extremely valuable. (Jeanine Heil, National Board Certified Teacher )
This complete guide to co-teaching will lend itself well for use in professional development, with its question and answer format, as well as pertinent vignettes. (Diane Baumstark, National Board Certified Teacher )
Through a series of vignettes, the authors illustrate the various co-teaching roles, the distribution of responsibilities, and problem solving techniques used by co-teachers by taking you into each classroom during the planning and implementation phases for several lessons. (Jill England )
A Guide to Co-Teaching is a must-have. All members of the school community will find something useful in this book, and what they find will guarantee that student learning is improved. (Douglas Fisher, Associate Professor of Teacher Education )
The authors clearly explain the four models of co-teaching and provide vignettes for teachers at every level. Readers will find the many reflective tools and guides for lesson planning extremely valuable. (Jeanine Heil, National Board Certified Teacher )
This complete guide to co-teaching will lend itself well for use in professional development, with its question and answer format, as well as pertinent vignettes. (Diane Baumstark, National Board Certified Teacher )
Through a series of vignettes, the authors illustrate the various co-teaching roles, the distribution of responsibilities, and problem solving techniques used by co-teachers by taking you into each classroom during the planning and implementation phases for several lessons. (Jill England )
About the Author
Jacqueline S. Thousand is a professor in the College of Education at California State University, San Marcos, and coordinates the special education professional preparation and master's programs. She previously taught at the University of Vermont, where she directed Inclusion Facilitator and Early Childhood/Special Education graduate and postgraduate professional preparation programs and coordinated federal grants concerned with inclusion of students with disabilities in local schools. Thousand is a nationally known teacher, author, systems change consultant, and disability rights and inclusive education advocate. She has authored numerous books, research articles, and chapters on issues related to inclusive schooling, organizational change strategies, differentiated instruction and universal design, cooperative group learning, collaborative teaming and teaching, creative problem solving, and positive behavioral supports. Thousand is actively involved in international teacher education and inclusive education endeavors and serves on the editorial boards of several national and international journals.
Richard A. Villa is president of Bayridge Consortium, Inc. His primary field of expertise is the development of administrative and instructional support systems for educating all students within general education settings. Villa is recognized as an educational leader who inspires and works collaboratively with others to implement current and emerging exemplary educational practices. His work has resulted in the inclusion of children with intensive cognitive, physical, and emotional challenges as full members of the general education community in the school districts where he has worked and consulted. Villa has been a classroom teacher, special education administrator, pupil personnel services director, and director of instructional services and has authored 4 books and over 70 articles and chapters. Known for his enthusiastic, humorous style, Villa has presented at international, national, and state educational conferences and has provided technical assistance to departments of education in the United States, Canada, Vietnam, and Honduras and to university personnel, public school systems, and parent and advocacy organizations.
Ann I. Nevin is professor emerita at Arizona State University and visiting professor at Florida International University. The author of books, research articles, and numerous chapters, Nevin is recognized for her scholarship and dedication to providing meaningful, practice-oriented, research-based strategies for teachers to integrate students with special learning needs. Since the 1970s, she has co-developed various innovative teacher education programs that affect an array of personnel, including the Vermont Consulting Teacher Program, Collaborative Consultation Project Re-Tool sponsored by the Council for Exceptional Children, the Arizona State University program for special educators to infuse self-determination skills throughout the curriculum, and the Urban SEALS (Special Education Academic Leaders) doctoral program at Florida International University. Her advocacy, research, and teaching spans more than 38 years of working with a diverse array of people to help students with disabilities succeed in normalized school environments. Nevin is known for action-oriented presentations, workshops, and classes that are designed to meet the individual needs of participants by encouraging introspection and personal discovery for optimal learning.
Richard A. Villa is president of Bayridge Consortium, Inc. His primary field of expertise is the development of administrative and instructional support systems for educating all students within general education settings. Villa is recognized as an educational leader who inspires and works collaboratively with others to implement current and emerging exemplary educational practices. His work has resulted in the inclusion of children with intensive cognitive, physical, and emotional challenges as full members of the general education community in the school districts where he has worked and consulted. Villa has been a classroom teacher, special education administrator, pupil personnel services director, and director of instructional services and has authored 4 books and over 70 articles and chapters. Known for his enthusiastic, humorous style, Villa has presented at international, national, and state educational conferences and has provided technical assistance to departments of education in the United States, Canada, Vietnam, and Honduras and to university personnel, public school systems, and parent and advocacy organizations.
Ann I. Nevin is professor emerita at Arizona State University and visiting professor at Florida International University. The author of books, research articles, and numerous chapters, Nevin is recognized for her scholarship and dedication to providing meaningful, practice-oriented, research-based strategies for teachers to integrate students with special learning needs. Since the 1970s, she has co-developed various innovative teacher education programs that affect an array of personnel, including the Vermont Consulting Teacher Program, Collaborative Consultation Project Re-Tool sponsored by the Council for Exceptional Children, the Arizona State University program for special educators to infuse self-determination skills throughout the curriculum, and the Urban SEALS (Special Education Academic Leaders) doctoral program at Florida International University. Her advocacy, research, and teaching spans more than 38 years of working with a diverse array of people to help students with disabilities succeed in normalized school environments. Nevin is known for action-oriented presentations, workshops, and classes that are designed to meet the individual needs of participants by encouraging introspection and personal discovery for optimal learning.
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Key Phrases - Statistically Improbable Phrases (SIPs):
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friendly disagreeing skills, middle level team, cooperative group learning, elementary team, positive interdependence, student with autism, special educator, instructional conversation Key Phrases - Capitalized Phrases (CAPs): (learn more)
Corwin Press, Topics Included, Electoral College, Thousand Oaks, Are We Really Co-Teachers, United States, The Many Faces of Co-Teaching, Silent Spring, Thomas Armstrong, Down Syndrome Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Surprise Me!
friendly disagreeing skills, middle level team, cooperative group learning, elementary team, positive interdependence, student with autism, special educator, instructional conversation Key Phrases - Capitalized Phrases (CAPs): (learn more)
Corwin Press, Topics Included, Electoral College, Thousand Oaks, Are We Really Co-Teachers, United States, The Many Faces of Co-Teaching, Silent Spring, Thomas Armstrong, Down Syndrome Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Surprise Me!
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