The Impact of Number of Adults on Instruction: Implications for Co-Teaching

Abstract

Common approaches to inclusive education (e.g., co-teaching or team teaching) are based in part on an assumption that when more than one adult or professional are present in a classroom, rates of effective instructional practices and appropriate (i.e., positive) feedback can improve for students who need them most. In this preliminary study, the authors examined teacher–student interactions in a matched set of classrooms in which either one adult or more than one adult were present. The authors present the results of their analyses of teachers’ rates of (a) positive and negative feedback, and (b) opportunities to respond, as well as their time spent one-on-one or in small groups with individual, target students. The authors also examine students’ percentage of time engaged and rates of disruption. In addition, the authors discuss limitations and implications for the increased use of co-teaching as a service delivery model.

Keywords:

• co-teaching
• instruction
• student engagement

Additional information

Notes on contributors

Chris A. Sweigart

Chris A. Sweigart is a doctoral candidate at the University of Louisville. His research interests include interventions to improve teacher practice, particularly to enhance the academic and social outcomes of students with learning and behavior disorders.

Timothy J. Landrum

Timothy J. Landrum is a professor of special education at the University of Louisville. His research interests include emotional and behavioral disorders, classroom and behavior management, and the translation of research into practice.