Examining Co-Teaching through a Socio-Technical Systems LensReport as inadecuate

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Journal of Special Education Apprenticeship, v2 n2 Dec 2012

Qualitative research was conducted in a large suburban school district implementing co-teaching as a new service delivery model for special education. Researchers examined the changes that resulted from the new service delivery model using a socio-technical systems lens. This framework views schools as open systems that contain a structural, task, human, and technical subsystem. The intent of the study was to document the changes in each of these subsystems resulting from the implementation of co-teaching and to provide educators with strategies to implement co-teaching in a seamless and effective manner. Unanticipated challenges included scheduling, teacher work ethic, personality compatibility, classroom composition, and time.

Descriptors: Team Teaching, Qualitative Research, Suburban Schools, Special Education, Systems Approach, Inclusion, Regular and Special Education Relationship, Case Studies, Principals, Elementary School Teachers, Middle School Teachers, Secondary School Teachers, High Schools, Interviews, Observation, Scheduling, Time Management, Professional Autonomy, Classroom Techniques, Work Ethic

Journal of Special Education Apprenticeship. 2496 Prospect Drive, Upland, CA 91784. Tel: 909-985-8578; Fax: 909-985-8578; e-mail: snam[at]csusb.edu; Web site: http://www.josea.info

Author: Isherwood, Robert S.; Barger-Anderson, Richard; Erickson, Matthew

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=235&id=EJ1127785

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