Preservice general educators using co-teaching models in math and science classrooms of an urban teacher residency programme: learning inclusive practices in teacher training

Leila Ansari Riccia Division of Special Education and Counseling, California State University, Los Angeles, CA, USACorrespondence[email protected]

https://orcid.org/0000-0003-2170-7614 View further author information

Kimberly Persianib Division of Curriculum & Instruction, California State University, Los Angeles, CA, USAView further author information

A. Dee Williamsb Division of Curriculum & Instruction, California State University, Los Angeles, CA, USAView further author information

Yvonne Ribasc Los Angeles Urban Teacher Residency Program, Los Angeles, CA, USAView further author information

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Yi Liu, Yajun Yan, Huixian Xia & Kun Sun. (2023) Analysing the longitudinal course selection panel data (2014-2020) of K-12 teachers from Zhejiang province: a comprehensive study on in-service training needs. Professional Development in Education 0:0, pages 1-21.
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Hope Elisabeth Wilson, Diane Yendol-Hoppey & Wanda G. Lastrapes. (2023) Teacher Residents: Contributing to Secondary Student Success. The New Educator 19:1, pages 55-76.
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Hamonangan Tambunan, Marsangkap Silitonga & Uli Basa Sidabutar. (2020) Online and face-to-face composition in forming the professional competencies of technical teacher candidates with various learning style types. Education and Information Technologies 26:2, pages 2017-2031.
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Preservice general educators using co-teaching models in math and science classrooms of an urban teacher residency programme: learning inclusive practices in teacher training

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Preservice general educators using co-teaching models in math and science classrooms of an urban teacher residency programme: learning inclusive practices in teacher training

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