Professional Development to Support Elementary Mathematics and Co-Teaching Practices: Collaborations between General and Special Education
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Resumo
Professional development is necessary to support and empower teachers in meeting the high stakes demands of mathematics teaching and to ensure equitable, accessible, and high-quality instruction for all students. Using the Interconnected Model of Professional Growth, we designed and implemented a longitudinal, multi-faceted professional development project for teams of elementary general education and special education educators to enhance instruction in their inclusive elementary mathematics classrooms. Focused on high-quality mathematics tasks and co-teaching models, we explored changes in both instructional and collaborative practices. Findings indicated statistically significant increases in educators' mathematics content knowledge and pedagogical content knowledge. Additionally, statistically significant improvements in observed teacher facilitation, student engagement, and co-teaching practices were found. Implications for practice and research are discussed.
Dados da obra
- Tipo
- Artigo
- Periódico
- Mathematics Teacher Education and Development
- Ano
- 2022
- Idioma
- en
- Palavras-chave
- Faculty Development; Teacher Competencies; Mathematics Teachers; Elementary School Teachers; Team Teaching; Regular and Special Education Relationship; Special Education Teachers; Mathematics Instruction; Teacher Collaboration; Program Effectiveness; Pedagogical Content Knowledge; Asynchronous Communication; Knowledge Level; Self Efficacy; Rural Schools; Synchronous Communication
- Temas
- Formação de Professores de Matemática, Práticas Pedagógicas
- ISSN
- 1442-3901
- Acesso
- Download disponível
- Fontes
- ERIC — Education Resources Information Center
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
HARBOUR, Kristin E. et al.. Professional Development to Support Elementary Mathematics and Co-Teaching Practices: Collaborations between General and Special Education. Mathematics Teacher Education and Development, 2022. Disponível em: https://eric.ed.gov/?id=EJ1379964. Acesso em: 5 nov. 2026.
APA
Harbour, K. E., Livers, S. D., McDaniel, S. C., Gleason, J., & Barth, J. M. (2022). Professional Development to Support Elementary Mathematics and Co-Teaching Practices: Collaborations between General and Special Education. Mathematics Teacher Education and Development. https://eric.ed.gov/?id=EJ1379964
BibTeX
@article{harbour2022,
author = {Harbour, Kristin E. and Livers, Stefanie D. and McDaniel, Sara C. and Gleason, Jim and Barth, Joan M.},
title = {Professional Development to Support Elementary Mathematics and Co-Teaching Practices: Collaborations between General and Special Education},
year = {2022},
journal = {Mathematics Teacher Education and Development},
url = {https://eric.ed.gov/?id=EJ1379964},
language = {en}
}RIS
TY - JOUR AU - Harbour, Kristin E. AU - Livers, Stefanie D. AU - McDaniel, Sara C. AU - Gleason, Jim AU - Barth, Joan M. TI - Professional Development to Support Elementary Mathematics and Co-Teaching Practices: Collaborations between General and Special Education PY - 2022 JO - Mathematics Teacher Education and Development UR - https://eric.ed.gov/?id=EJ1379964 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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