Collaborative teaching has been defined in many ways in recent research. Perhaps the most descriptive and appropriate moniker is “co-teaching.” In true co-teaching, two or more educators possessing distinct sets of knowledge and skills (for example, a general educator and a special educator) work together to teach academically heterogeneous groups of students in the general education classroom (Bauwens and Hourcade 1995). Many administrators in recent years have taken a definition such as this, placed two professionals in the classroom, crossed their fingers, and hoped for the best. Dr. Marilyn Friend, the widely perceived “guru” of the collaborative initiative from the University of North Carolina-Greensboro, more sharply focused the definition as Two (or more) educators or other professionally certified staff (not a paraprofessional) share instructional responsibility for a single group of students primarily in a single classroom or workspace to teach required curriculum with mutual ownership, pooled resources, and joint accountability although each individual’s level of participation may vary (Friend, 2008).
The need for co-teaching is simple, during the 1995-96 academic year, three-fourths of students with disabilities received most or all of their educational programs in general education classrooms. That trend is likely to continue into the foreseeable future (US Department of Education 1998). The focus on over-identification of special education students and the introduction of Response to Intervention (RTI) added to the urgency of finding solutions to the new classrooms of America.
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A Concise History of Education of Teachers, of Teacher Training and Teaching
Western history of teacher training, education history, teaching theories, education of teachers, modern history od education, began in early 18th century Germany: teaching seminaries educating teachers were the first formal teacher training in Western history of education and teaching.
(History of education had 2nd century-BC Greek Spartan free public education, Athenian Academy until age 18 and higher Academy and Lyceum; Roman private formal schooling in tiers; China’s 1st century-BC administrator examinations; 1st century Jewish informal Cul’ Tura general education; Islam’s 9th century universities [madrasahs]; 16th century Aztec mandatory teen education; 18th century Russian nation-wide education, Poland’s Education Ministry, Chez ‘teacher of nations’ Comenius’s ‘Didactica Magna’ on universal education [compulsory, certified teachers, tests]; leading later Western history of education –17th century Scotland’s free education, 18th’s Norway’s mandatory literacy and New Zealand’s standard education, 21st’s Europe’s Bologna process equalising educational qualifications.)
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K-12 education is an innovative education system. This area of education has a dominance over the conventional educational systems as it puts more weight on thinking and reaching own self-explanatory conclusions.
The way of teaching here is completely different and phenomenal. Teachers generally follow the tactic of asking students to work on a lot of assignments since it develops an intellectual, yet interesting learning habit. In reality, this method helps the students in revising what has been taught previously. In K-12 education system, all the students are given individual attention and hence they understand their subjects in a more practical way. The role of a teacher here is just to guide them in the right way and provide them with learning opportunities. What really happens is that, the individual discovers his own learning capacity and success depends on the thinking ability of the student.
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