A Guide to Co-Teaching: Practical Tips for Facilitating Student Learning
Villa, Richard A., Thousand, Jacqueline S., Nevin, Ann I.
Idioma: inglés
Editorial: Corwin, 2004
- Tapa blanda
- Usado
Librería: Wonder Book, Frederick, MD, Estados Unidos de AmericaWonder Book
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N° de ref. del artículo P16S-00515
- Título
- A Guide to Co-Teaching: Practical Tips for Facilitating Student Learning
- Autor
- Villa, Richard A., Thousand, Jacqueline S., Nevin, Ann I.
- Editorial
- Corwin
- Año de publicación
- 2004
- Estado
- Very Good
- Encuadernación
- Encuadernación de tapa blanda
- Idioma
- inglés
- ISBN 10
- 0761939407
- ISBN 13
- 9780761939405
} tips on why some co-teaching arrangements work where others fail
} straightforward self-assessments to make sure your goals are being met
} chapters dedicated to each of the different approaches to co-teaching: supportive, parallel, complementary and team teaching
} quotes and advice from teachers and students who have been successful in co-teaching experiences
} answers to frequently asked questions about implementing co-teaching and its effects o teachers, students and their families
{ discussions of how administrators can support teachers to move toward co-teaching.
“Sinopsis” puede pertenecer a otra edición de este título.
Acerca del autor
Jacqueline S. Thousand, Ph.D., is Professor Emerita at California State University San Marcos, where she designed and coordinated special education professional preparation and Master’s degree programs in the College of Education, Health, and Human Services. She previously taught at the University of Vermont, where she directed Inclusion Facilitator and Early Childhood Special Education graduate and postgraduate programs and coordinated federal grants, which, in the early 1980s, pioneered the inclusion of students with moderate and severe disabilities in general education classrooms of their local schools. Prior to university teacher, Dr. Thousand served as a special educator in Chicago area and Atlanta public schools and as the coordinator of early childhood special education services for children ages 3 through 6 in the Burlington, Vermont area. Dr. Thousand is a nationally known teacher, author, systems change consultant, and disability rights and inclusive education advocate. She is the author of 21 books and numerous research articles and chapters on issues related to inclusive education, organizational change strategies, differentiated instruction and universal design, co-teaching and collaborative teaming, cooperative group learning, creative problem solving, positive behavioral supports, and, now, culturally proficiency special education. Dr. Thousand is actively involved in international teacher education and inclusive education endeavors and serves on the editorial boards of several national and international journals.
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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