I need this literature review re-written in your own words so I don’t get caught for plagarizing. You don’t need to research or do anything else.

I need this literature review re-written in your own words so I don’t get caught for plagarizing. You don’t need to research or do anything else.
Running head: LITERATURE REVIEW 1 Literature Review Meredith Dennis EDUC 721 Liberty University LITERATURE REVIEW 2 Abstract The advocates, families, students, teachers and administrators have been fighting a long hard battle for a very long time. This battle has been fought for years and the educators and family members involved are working together to fight and make a difference in the lives and education of students that have special needs. Although they have made headway, their battle is continuous and educators are working to put into place what these special education advocates have been fighting for. Education has come a long way from just “inclusion in the classroom”. Education now actively involves students with special needs in general education classrooms and seeks to differentiate for the needs of all students present in this. In order to be successful with this initiative, a new practice has been developed and put into work in the classrooms. It is now a standard practice for general education, core classes to have co-teachers, where there is a general education teacher present in the classroom as well as a special education teacher. This is a review of the literature that sought out to study and determine the effectiveness of co-teaching, the type of environment that is created with multiple adults present in the classroom and the effects that co-teaching has on the relationship of the adult’s present in the classrooms. Keywords: collaborative teaching, co-teaching, differentiation, education, general education, special education, inclusion LITERATURE REVIEW 3 Collaborative teaching has been practice in many general education classrooms and is now being recognized as a standard practice. Collaborative teaching, also called co-teaching, is a form of instruction that is suggested to “promote effective instruction in inclusive classrooms” (Scruggs, Mastropieri, & McDuffie, 2007, p.392). According to Scruggs, Mastropieri, and McDuffie (2007) co-teaching typically involves one general education teacher that is paired with one special education teacher. In this setting they will teach a class of students that include both general education students and special education students. While there is research that suggest co-teaching is a way to ensure the effectiveness of teaching and to make the student’s learning experience one that is positive in nature, it is also important to understand how effective co-teaching can be as it is compared to the effectiveness of teaching in a special education classroom. Diana (2014) suggests that “for students in classrooms where co-teaching occurs, [the] reported findings indicate that students become more engaged by working in smaller groups, receive more individual attention, get their questions answered faster, and get papers, assignments and grades back faster” (p.77). As to better understand how co-teaching is affecting student learning outcomes and success, the effectiveness of co-teaching and the co-teacher’s relationship with one another and how that plays into the classroom environment. Collaborative Teaching Education is a field of study where there is constant movement and research taking place to find a best practice. With the constant change in practice and continuous research taking place and “as the result of No Child Left Behind Act (NCLB, 2001) and Individuals with Disabilities Act (IDEA 2004), the U.S. Department of Education (2006) estimated that 48.9% of students with disabilities are education in general education classrooms”. Even still we find that these LITERATURE REVIEW 4 students are struggling in content areas like mathematics. In addition, Geary (2004) demonstrates that approximately 5% to 8% of students experience learning disabilities in the area of mathematics. Because this is the reality of classroom, both general education educators and special education educators should be prepared with effective instructional strategies that will help them deliver content in a way that can meet the needs of all students present in the classroom. Although teachers in today’s time are highly skilled, prepared and well-trained in how to properly prepare students for college, career and life, there is always a way to adapt and create a better environment for all students and not just for the general student population. According to Graziano and Navarette (2012), in 2009 U.S. Secretary of Education Arne Duncan called for a reform of teacher preparation programs and suggested that: America’s great educational challenges require that this new generation of well- prepared teacher significantly boost student learning and increase college- readiness (para. 14)…If teaching is—and should be—one of our most revered professions, teacher preparation programs should be among a university’s most important responsibilities (para. 34). This call for reform did suggest that there is a need for the implementation of innovative preservice teacher education strategies that will help to increase the levels of student achievement throughout K-12 education. The strategy that is suggested by Duncan is co- teaching. According to McDuffie, Mastropiere, & Scruggs (2009), co-teaching is one strategy that has been shown to significantly impact K-12 student achievement and academic performance. LITERATURE REVIEW 5 Tremblay (2014) discusses the definition of co-teaching and identifies it as “two or more professionals delivering substantive instruction to a diverse, or blended group of students in a single physical space and thus comprises four basic characteristics: two qualified teachers (i.e. general education and a special education teacher), teaching that is dispensed by both teachers, a heterogeneous group of students (i.e., both general education and special needs of students) and a shared setting (i.e. classroom)” (p.251). Throughout this article Tremblay (2014) continues to discuss the roles that are set as a part of co-teaching and what all that entails. First, Tremblay distinguishes five major components of operation which include support teaching, parallel teaching, station teaching, alternative teaching, and team teaching (p. 251). Contrasting these components, Sileo and van Garderen (2010) determine that there are six structures that support the idea of co-teaching. These six structures are: one teach, one observe, team teaching, alternative teaching, parallel teaching, station teaching and one teach, one drift (p. 15). When researching co-teaching and gaining a better understanding of what all it entails, the researchers and the reader may find that the same general information will be found throughout the work. For each of the structures or components of co-teaching mentioned previously, there is a modification depending on the academic subject and the academic level of the students present in the classroom and their needs. Co-teaching has become one of the most common strategies in K-12 education for addressing the diverse learning needs of all of the students. In addition to the diverse learning needs, co-teaching also addresses the varying academic levels of students in the classroom. Environment. Classroom environment is one of the key aspects to success for students and their development. Evidence clearly indicates “the importance of instructional and emotional LITERATURE REVIEW 6 classroom components in the prediction of children’s engagement” while also suggesting that “children are more likely to be engaged in learning where teacher design meaningful learning activities that follow children’s interest and foster the development of analytic and inferential thinking in children, as well as they form warm, sensitive, and responsive interactions with children” (Aydogan, 2015, p. 606). Co-teaching is a practice set into motion to help provide both general education students and special education students with the opportunity for success. Co- teaching classrooms provide the students access to multiple adults who are experts in their field and understand the content. Having access to multiple adults who can answer questions quicker and managing the behavior in the classroom can provide students with a better opportunity to learn. Furthermore, evidence does suggest that there are significant differences in all teacher practices and student behaviors with the exception of disruption with there is more than one adult present. Teacher practices that were observed by Sweigart and Landrum (2014) showed that, in this type of setting, occurred more frequently in multiple-adult classrooms versus one-teacher classrooms. While teacher practices demonstrated a high level of frequency, the level of student engagement was the only variable where students in classrooms where only one adult was present exceed those in classrooms with more than none adult. The dataset included and described in this study was used to determine the effectiveness of adult presence in the classroom. The design of the study was to review the data regarding teacher practices and student behavior as well as whether one or more than one adult was present during direct classroom observations. The idea behind co-teaching is that there is a general education teacher and special education teacher both present in the classroom, the reason for this study is that “[they] believe that an exploratory study of the effects of multiple adults in the LITERATURE REVIEW 7 classroom may be a relevant preliminary step in establishing empirically the extent to which some of the purported benefits of co-teaching might be observed on the basis of number of adults in the classroom alone” (Sweigart and Landrum, 2014, p. 25). Although the research regarding the topic of co-teaching and the learning environment that it creates is long over-due, it is still has not been performed in a way that can provide solid evidence suggesting whether it makes a difference or not on student academic achievement. The studies leading up to this point provide a great understanding of what the benefits of co-teaching are and what all co-teaching entails. However, there is a lack of information regarding the effect that the presence of one or more adults in a classroom can have on the academic success and the social behaviors that can occur in the classroom. Being that co-teaching is becoming a standard norm in education, recognizing the benefits that students can receive outside of academics can bring more light about the practice of co-teaching. Co-Teacher Relationships. Collaborative teaching is not as simple or as each as it may sound. For both the general education teacher and special education teacher, there has to be a general understanding about their specific roles in the classroom. Between the general education teacher and the special education teacher, there can be a disconnect. This can be due to a lack of planning, a lack of communication and the overall effectiveness of the co-teaching process can be limited. There are specific measures that can take place to help ensure the success for both the co-teachers involved and their students that are present in the classroom. One of these measures includes putting into practice exactly what collaborative teaching suggests, collaboration. Conderman and Hedin LITERATURE REVIEW 8 (2014) find that “one way to increase the effectiveness of co-teaching is for special educators to contribute meaningfully by assuming the role of strategy leader in the co-taught classroom” (p.156). There is no evidence or literature that suggests only one teacher is always or even primarily the lead teacher over the other teacher in a supportive role (King-Sears, Brawand, Jenkins, & Preston-Smith, 2014, p.653). As discussed before, the idea behind collaborative teaching is the idea that “teachers of all levels have attempted to offer the best education possible by combining the talents and skills of different instructors” (Mielke and Rush, 2016, p. 49). When working closely with another adult and there are two different styles of teaching and instructional preferences present, each teacher needs to recognize and understand the importance of needing to know and understand “the finer points of each other’s educational philosophy and implementation” (Coffland, Hannemann & Potter, 1974, p. 167). The recognition of the difference in skills and styles is imperative to success in the co-teaching classroom. Due to No child Left Behind (2002), “more than half of all students with disabilities in the United States are [now being] educated in the general education classroom for more than 80% of the academic school day” (Brown, Howerter, & Morgan, 2013, p. 84). In these classrooms, each member of the co-teaching team should maintain the responsibilities of classroom structures and the classroom procedures. However, it is also effective for roles to be assigned to help streamline the work that has to be accomplished in the classroom. This leads to the topic of communication and the role that it plays in the co-teaching relationship, Brown, Howerter and Morgan (2013) discuss the importance of communication in their study of co- teaching and tools for success. Brown et al. (2013) make clear that “communication is essential to the success of any collaborative partnership, allowing individuals to develop and foster LITERATURE REVIEW 9 relationships” (p. 85). As with any relationship communication plays a significant role. Being purposeful with plans and communication with one another about their own beliefs, philosophies and feelings toward the academic achievement of the students that are in their classrooms as well as their perspectives on the roles that will be shared and the shared responsibilities in the classroom. For both the general education educator and the special education educator, the importance of the recognition that there is a large number of students that have learning disabilities in the classroom and with that said, it is imperative that both teachers implement instructional delivery techniques that are overall the best for providing support to their students. Effectiveness. Although co-teaching has become a norm in the general field of education and continuous to grow in popularity, there is a lack in literature and information regarding the effectiveness of this common approach individualization and differentiation in the classroom. Moreover, co-teaching has not yet met its full potential. There are strategies in place that have determined its effectiveness so far. Currently, studies are not looking for specific outcomes in co- teaching classroom. As a result, determining the effectiveness and aspects of success are made difficult. However, throughout some of these studies, it has been determined that there are areas where improvement can take place as well. Not only will there need to be improvement in practice, but students will benefit and be more successful and teacher will be more fulfilled and confident in their role in a collaborative teaching classroom. At this point in time, “co-teachers share unique responsibilities through co-planning, co-instructing, and co-assessing to provide evidence based and value-added instructional practices to differentiate instruction” (Conderman and Hedin, 2014, p. 157). LITERATURE REVIEW 10 Researchers are finding that there is a benefit to the practice; however, Scruggs, Mastropeiri and McDuffie (2007) have found that co-teachers are still relying on the one teach, one assist model. This model limits the use of the skills of both teachers and also limits the differentiation of learning taking place. If co-teachers are not utilizing their opportunity to capitalize on the learning experiences of their students, their students are not benefitting and they are not meeting their maximum potential in the classroom. In an alternative study, the effectiveness was assessed through the measure of two differing instructional models and student achievement was investigated. Dieker (2004) took the initiative to observe a set of nine co-teaching teams. During this observation Dieker observed each team and also interviewed both the general education teacher and the special education teacher and each of the students involve. When performing this observation, Dieker specified that four of the nine teams utilized the team teaching model. This model is where both the general education teacher and the special education teacher shared the responsibilities of designing, delivering, and evaluating instruction. Three of the remaining teams used the one teach, one support model of co-teaching, with the content or general education teacher being the lead teacher and the special education teacher being utilized as the support teacher. With this model, the support teacher role is not using the special education teacher’s skills and instructional styles or “taking full advantage of the teacher’s pedagogy” (King-Sears, Brawand, Jenkins, & Preston-Smith, 2014, p. 654). Conclusion Just as the term mentions, collaborative teaching or co-teaching, is two teachers working together collaboratively to ensure the success of the students present in their classroom. Introductory research and the evidence that has been found does lead educators and LITERATURE REVIEW 11 administrators to believe that co-teaching is a trend that is leading students to greater academic success. Although the general findings do suggest that co-teaching is effective in a number of ways, the evidence also demonstrates there are strategies that could be improved to become even more effective in a number of ways for students. Some of these areas include overall effectiveness, co-teacher relationships and the learning environment that is created for students when using this teaching strategies. There is some research that discusses these factors involved, but the research is also very limited in discussing specific instructional practices that may maximize the learning potential for students. In order for the maximum learning potential to be met educators and administrators must understand the best practices for this style of instruction. Research regarding this topic should continue in order to create a better understanding around this type of instruction and education setting to provide students with access to instruction that will increase their academic success. LITERATURE REVIEW 12 References Aydogan, C., Farran, D. C., & Sagsoz, G. (2015). The relationship between kindergarten classroom environment and children’s engagement. European Early Childhood Education Research Journal, 23(5), 604-618. Brown, N. B., Howerter, C. S., & Morgan, J. J. (2013). Tools and strategies for making co- teaching work. Intervention in School and Clinic, 49(2), 84-91. Coffland, J. A., Hannemann, C., & Potter, R. L. (1974). Hassles and hopes in college team teaching. Journal of Teacher Education, 25(2), 166-169. Conderman, G. & Hedin, L. R. (2014). Co-teaching with strategy instruction. Intervention in School and Clinic, 49(3), 156-163. Diana, T. J. (2014). Co-teaching: Enhancing the student teaching experience. Kappa Delta Pi, 50, 76-80. Dieker, L. A. (2001). What are the characteristics of ‘effective’ middle and high school co-taught teams for students with disabilities? Preventing School Failure, 46, 14-23. Geary, D. C. (2004). Mathematics and learning disabilities. Journal of Learning Disabilities, 37, 4-15. Graziano, K. J., & Navarrete, L. A. (2012). Co-teaching in a teacher education classroom: Collaboration, compromise, and creativity. Issues in Teacher Education, 21(1), 109-126. King-Sears, M. E., Brawand, A. E., Jenkins, M. C., Preston-Smith, S. (2014). Co-teaching LITERATURE REVIEW 13 perspectives from secondary science co-teachers and their students with disabilities. Journal of Science Teacher Education, 25(6), 651-680. McDuffie, K. A., Mastropieri, M. A., & Scruggs, T. E. (2009). Differential effects of peer tutoring in co-taught and non-co-taught classes: Results for content learning and student teacher interactions. Exceptional Children, 75(4), 493-510 . Mielke, T. L., & Rush, L. S. (2016). Making relationships matter: Developing co-teaching through the concept of flow. English Journal, 103(3), 49-54. Scruggs, T. E., Mastropieri, M.A., & McDuffie, K. A. (2007). Co-teaching in inclusive classrooms: A metasynthesis of qualitative research. Exceptional Children, 73(4), 392-416. Sileo, J. M., & van Garderen, D. (2010). Creating optimal opportunities to learn mathematics: Blending co-teaching structures with research-based practices. Teaching Exceptional Children, 42(3), 14-21. Sweigart, C. A., & Landrum, T. J. (2014). Instruction: Implications for co-teaching. Preventing School Failure: Alternative Education for Children, 59(1), 22-29. Tremblay, P. (2013). Comparative outcomes of two instructional models for students with learning disabilities: Inclusion with co-teaching and solo taught special education. Journal of Research in Special Educational Needs, 13(4), 251-258.