Consultants and Coteachers Affecting Student Outcomes with Numbered Heads Together: Keeping All Engaged

References

• Archer, A., & Hughes, C. (2011). Explicit instruction: Effective and efficient teaching. New York, NY: Guilford Publications.
   Google Scholar
• Bloom, B., Englehart, M., Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, NY: Longmans, Green.
   Google Scholar
• Brown, N. B., Howerter, C. S., & Morgan, J. J. (2013). Tools and strategies for making co-teaching work. Intervention in School and Clinic, 49, 84–91.
   Web of Science ®Google Scholar
• Bryant Davis, K. E., Dieker, L., Pearl, C., & Kirkpatrick, R. M. (2012). Planning in the middle: Co-Planning between general and special education. Journal of Educational & Psychological Consultation, 22, 208–226.
   Web of Science ®Google Scholar
• Conderman, G., & Hedin, L. (2012). Purposeful assessment practices for co-teachers. Teaching Exceptional Children, 44, 19–27.
   Google Scholar
• Cook, L., & Friend, M. (1995). Co-teaching: Guidelines for effective practices. Focus on Exceptional Children, 28, 1–16.
   Web of Science ®Google Scholar
• Dieker, L. A., & Rodriguez, J. (2013). Enhancing secondary cotaught science and mathematics classrooms through collaboration. Intervention in School and Clinic, 49, 46–53.
   Web of Science ®Google Scholar
• Friend, M., & Bursuck, W. D. (2012). Including students with special needs: A practical guide for classroom teachers (6th ed.). Upper Saddle River, NJ: Pearson.
   Google Scholar
• Gallessich, J. (1982). The profession and practice of consultation. San Francisco,CA: Joseey-Bass.
   Google Scholar
• Gravois, T. A., & Rosenfield, S. A. (2006). Impact of instructional consultation teams on the disproportionate referral and placement of minority students in special education. Remedial and Special Education, 27(1), 42–52.
   Web of Science ®Google Scholar
• Haydon, T., & Hunter, W. (2011). The effects of two types of teacher questioning on teacher behavior and student performance: A case study. Education and Treatment of Children, 34, 1–18.
   Google Scholar
• Haydon, T., MacSuga-Gage, A. S., Simonsen, B., & Hawkins, R. (2012). Opportunities to respond: A key component of effective instruction. Beyond Behavior, 22, 1–12.
   Google Scholar
• Haydon, T., Maheady, L., & Hunter, W. (2010). Effects of Numbered Heads Together on the daily quiz scores and on-task behavior of students with disabilities. Journal of Behavioral Education, 19, 222–238.
   Google Scholar
• Haydon, T., Marsicano, R., & Scott, T. M. (2011). A comparison of choral and individual responding: A review of the literature. Preventing School Failure, 57, 181–188.
   Google Scholar
• Hunter, W., & Haydon, T. (2013). Increasing the effectiveness of Numbered Heads Together for students with emotional and behavioral disorders. Beyond Behavior, 22, 40–45.
   Google Scholar
• Hunter, W., Jasper, A. D., & Williamson, R. L. (2014). Utilizing middle school common planning time to support inclusive environments. Intervention in School and Clinic, 50, 114–120.
   Web of Science ®Google Scholar
• Hunter, W., Maheady, L., Jasper, A., Williamson, R. L., Murley, R., & Stratton, E. (2015). Numbered Heads Together as a tier 1 instructional strategy in multi-tiered systems of support. Education and Treatment of Children, 38(3), 345–362.
   Google Scholar
• Isherwood, R. S., Barger-Anderson, R., & Erickson, M. (2013). Examining co-teaching through a socio-technical systems lens. Journal of Special Education Apprenticeship, 2, 1–17.
   Google Scholar
• Johnson, E., Mellard, D. F., Fuchs, D., & McKnight, M. A. (2006). Responsiveness to intervention (RTI): How to do it. Lawrence, KS: National Research Center on Learning Disabilities.
   Google Scholar
• Kagan, S. (1992). Cooperative learning (7th ed.). San Juan Capistrano, CA: Resources for Teachers, Inc.
   Google Scholar
• Keller-Margulis, M. (2012). Fidelity of implementation framework: A critical need for response to intervention models. Psychology in the Schools, 49(4), 342–352.
   Web of Science ®Google Scholar
• Magiera, K., Simmons, R., Marotta, A., & Battaglia, B. (2005). A co-teaching model: A response to students with disabilities and their performance on NYS assessments. School Administrators Association of New York State Journal, 34(2), 8–12.
   Google Scholar
• Maheady, L., Mallette, B., Harper, G., & Sacca, K. (1991). Numbered Heads Together: A peer-mediated option for improving the academic achievement of heterogeneous learning groups. Remedial and Special Education, 12, 25–33.
   Web of Science ®Google Scholar
• Maheady, L., Michielli-Pendl, J., Harper, G., & Mallette, B. (2006). The effects of Numbered Heads Together with and without an incentive package on the science test performance of a diverse group of sixth graders. Journal of Behavioral Education, 15, 25–39.
   Google Scholar
• Maheady, L., Michielli-Pendl, J., Mallette, B., & Harper G. F. (2002). A collaborative research project to improve the academic performance of a diverse sixth grade science class. Teacher Education and Special Education, 25, 55–70.
   Google Scholar
• McKenna, J. W., Flower, A., & Ciullo, S. (2014). Measuring fidelity to improve intervention effectiveness. Intervention in School and clinic, 50(1), 15–21.
   Web of Science ®Google Scholar
• Murawski, W. W., & Dieker, L. A. (2004). Tips and strategies for co-teaching at the secondary level. Teaching Exceptional Children, 36, 52–58.
   Google Scholar
• National Council of Teachers of Mathematics (2000). Principles and NCTM standards for school mathematics. Reston, VA: Author.
   Google Scholar
• Rosenfield, S. (1987). Instructional consultation. Hillsdale, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Scheuermann, B. K., & Hall, J. A. (2012). Positive behavioral supports for the classroom (2nd ed.). Pearson: Upper Saddle River, New Jersey.
   Google Scholar
• Scruggs, T. E., Mastropieri, M. A., & McDuffie, K. A. (2007). Co-teaching in inclusive classrooms: A metasynthesis of qualitative research. Exceptional Children, 73, 392–416.
   Web of Science ®Google Scholar
• Sileo, J. M., & van Garderen, D. (2010). Creating optimal opportunities to learn mathematics. Teaching Exceptional Children, 42, 14–21.
   Google Scholar
• Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31, 351–380.
   Google Scholar
• Sutherland, K. S., & Wehby, J. H. (2001). Exploring the relationship between increased opportunities to respond to academic requests and the academic and behavioral outcomes of students with EBD: A review. Remedial and Special Education, 22, 113–121.
   Web of Science ®Google Scholar
• Sutherland, K. S., Wehby, J. H., & Yoder, P. J. (2002). Examination of the relationship between teacher praise and opportunities for students with EBD to respond to academic requests. Journal of Emotional and Behavioral Disorders, 10, 5–13.
   Web of Science ®Google Scholar
• Whitney, T., Cooper, J. T., & Lingo, A. S. (2015). Providing student opportunities to respond in reading and mathematics: A look across grade levels. Preventing School Failure: Alternative Education for Children and Youth, 59, 14–21.
   Web of Science ®Google Scholar
• Zigmond, N., (2006). Reading and writing in co-taught secondary school social studies classrooms: A reality check. Reading & Writing Quarterly, 22(3), 249–268.
   Google Scholar