rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Coteaching in International Contexts
    sub title: Research and Practice
  name:
    name part: Murphy, Colette.
    role:
      role term: editor.
  name:
    name part: Scantlebury, Kathryn.
    role:
      role term: editor.
  name:
    name part: SpringerLink (Online service)
  type of resource: text
  origin info:
    place:
      place term: ne
    date issued: 2010
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: electronic resource
    reformatting quality: access
    form: remote
    extent: VII, 403 p. 36 illus., 17 illus. in color. online resource.
  abstract: Coteaching is two or more teachers teaching together, sharing responsibility for meeting the learning needs of students and, at the same time, learning from each other. Working as collaborators on every aspect of instruction, coteachers plan, teach and evaluate lessons together. Over the past decade, because coteaching can be highly beneficial to both students and teachers it has become an increasingly important element of science teacher education and is expanding into other content areas and educational settings. This edited book brings together ten years' work on the research and the practice of coteaching and its impact on teaching and learning, predominantly in the sciences. It includes contributions from Europe, United States and Australia and presents an doverview of theory and practice common to most studies.
  table of contents: LARGE SCALE STUDIES -- to Coteaching -- A Five-Year Systematic Study of Coteaching Science in 120 Primary Schools -- Researching the Use of Coteaching in the Student Teaching Experience -- THEORY INTO PRACTICE -- Coteaching in Science Education Courses: Transforming Teacher Preparation Through Shared Responsibility -- Producing and Maintaining Culturally Adaptive Teaching and Learning of Science in Urban Schools -- COTEACHING CONTEXTS -- Risk-Taking as Practice in a Coteaching Professional Learning Community -- Enactment of Coteaching in Primary Schools: Moving Towards a Shared Responsibility -- ‘It Certainly Taught Us How to Change Our Minds on Teaching Science’: Coteaching in Continuing Professional Development -- A Learning Space: Student Teachers’ Experience of Coteaching Science -- Coteaching in the Penn STI: Evolution of Fluent Praxis -- From Theoretical Explanation to Practical Application: Coteaching in a Pre-service Primary Physics Course -- Now It’s Time to Go Solo -- Changing Lives: Coteaching Immigrant Students in a Middle School Science Classroom -- Parents as Coteachers of Science and Technology in a Middle-School Classroom -- COGENERATIVE DIALOGUES -- Exploring Multiple Outcomes: Using Cogenerative Dialogues and Coteaching in a Middle School Science Classroom -- Cogenerative Dialogues: Improving Mathematics Instruction in an Adult Basic Education Program -- Constructing Mathematical Knowledge in Urban Schools: Using Cogenerative Dialogue and Coteaching to Transform the Teaching and Learning Experiences of Minority Students -- Students as Coteachers in an Urban High School Mathematics Class.
  note: edited by Colette Murphy, Kathryn Scantlebury.
  subject:
    topic: Education
  subject:
    topic: Science education
  subject:
    topic: Teaching
  subject:
    topic: Education
  subject:
    topic: Learning & Instruction
  subject:
    topic: Science Education
  subject:
    topic: Teaching and Teacher Education
  classification: LB5-3640
  classification: 371.3
  related item:
    title info:
      title: Springer eBooks
  related item:
    title info:
      title: Cultural Studies of Science Education, 1
  identifier: 9789048137077
  identifier: http://dx.doi.org/10.1007/978-90-481-3707-7
  record info:
    record creation date: 100427
    record change date: 20151204155157.0
    record identifier: 978-90-481-3707-7