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Direct linkBell, Angela B.; Baecher, Laura – TESOL Journal, 2012
Today's K-12 English as a second language (ESL) teachers are encouraged to coplan or coteach with content teachers in order to support English language learners, thus moving English language support into the content area classroom, through push-in or coteaching rather than the pull-out model. However, results from a questionnaire of 72 K-12…
Descriptors: English Language Learners, English (Second Language), English for Academic Purposes, Questionnaires
Vannest, Kimberly J.; Hagan-Burke, Shanna; Parker, Richard I.; Soares, Denise A. – Journal of Educational Research, 2011
The authors examined, by direct observation and 1 hr interval self-reporting, teacher time use in 4 types of special education programs (adaptive behavior units, content mastery, coteaching, resource room). Over 7,000 pieces of data were collected across an academic year from 31 teachers in 24 schools within 9 districts in the Southwestern United…
Descriptors: Interrater Reliability, Special Education Teachers, Special Education, Classroom Observation Techniques
Copeland, Susan R.; Cosbey, Joanna – Research and Practice for Persons with Severe Disabilities (RPSD), 2009
Research strongly supports including students with extensive support needs in general education settings and providing them access to the general curriculum. Yet, there is limited research indicating how to provide them authentic access to this curriculum. This article explores several instructional approaches to provide access including (a) use…
Descriptors: General Education, Severe Disabilities, Teaching Methods, Educational Practices
