General education teacher practices: Assessment, decision-making and the influence of co-teaching

ABSTRACT

The current emphasis on data-based decision-making ties discussions of accountability, school improvement and educational reform to the notion that gathering and using evidence addresses questions of rigor in our schools and classrooms. The purpose of this research was to survey secondary (middle and high school) general educators (n = 126) to determine which assessments and tools they used most frequently and the types of classroom and student-specific instructional decisions they made from those assessments, particularly for students with disabilities. In addition, comparisons were made to determine if responses differed for general educators engaged in co-teaching. Results indicated that assessments used most frequently were teacher-created tests, entrance/exit slips and questioning techniques. Teachers reported using those assessments and tools for checking for understanding and verifying whether students were retaining the material. Further, those who engaged in co-teaching reported feeling more effective in using data to design and individualize instruction and make adaptations for students with disabilities.

KEYWORDS:

• Assessment
• co-teaching
• data-based decision making
• instructional data
• teacher decision-making

Additional information

Notes on contributors

Quentin M. Wherfel

Quentin M. Wherfel is an Assistant Professor in the Department of Education, Counseling, and Leadership at Bradley University in Peoria, Illinois. His current research focuses on access to the general education curriculum, assessment and decision-making practices, collaboration, and interventions and supports for students with disabilities.

Lisa Monda-Amaya

Dr. Lisa Monda-Amaya is the Interim Vice Provost for Undergraduate Education at the University of Illinois at Urbana-Champaign and a Professor in the Department of Special Education. Her research interests are in the areas of teacher education, collaboration and strategies for preparing general education teachers to work with students with disabilities. Currently she serves as president of the Higher Education Consortium in Special Education. Dr. Monda-Amaya has received numerous campus and college awards for teaching and service during her tenure at Illinois.

James G. Shriner

James G. Shriner is Associate Professor in the Department of Special Education at the University of Illinois at Urbana-Champaign. His work includes research on the effects of federal and state education policies and priorities on students with disabilities’ educational services. With support from Institute of Education Sciences grants (R324J06002; R324A120081) and from the Illinois State Board of Education (ISBE), he created and developed the IEP Quality Tutorial. The online Tutorial includes decision-making supports for IEP teams to prioritize and plan instructional goals for students’ academic and behavioral needs. Shriner serves on several state and national advisory committees including the Stakeholder Advisory Group of the National Center on Educational Outcomes. He is coeditor of the Journal of Disability Policy Studies.