Co-Teaching from an Interdisciplinary Perspective: A Self-Study of Negotiating an Integrated Curriculum

References

• Badiali, B., & Titus, N. E. (2010). Co-teaching: Enhancing student learning through mentor-intern partnerships. School-University Partnerships, 4(2), 74–80.
   Google Scholar
• Barry, A. L. (2013). Content integration through the eyes of novice and experienced teachers. Teacher Education Quarterly, 40(3), 93–106. https://www.jstor.org/stable/43684704
   Google Scholar
• Berlin, D. F., & Lee, H. (2005). Integrating science and mathematics education: Historical analysis. School Science and Mathematics, 105(1), 15–24. https://doi.org/10.1111/j.1949-8594.2005.tb18032.x
   Google Scholar
• Bisland, B. M. (2012). The marginalization of social studies in the elementary grades. In W. B. Russell (Ed.), Contemporary social studies: An essential reader (pp. 173–191). Information Age Publishing.
   Google Scholar
• Brand, B. R., & Triplett, C. F. (2012). Interdisciplinary curriculum: An abandoned concept? Teachers and Teaching, 18(3), 381–393. https://doi.org/10.1080/13540602.2012.629847
   Web of Science ®Google Scholar
• Bucci, L., & Trantham, S. (2014). Children and violence: An undergraduate course model of interdisciplinary co-teaching. International Journal of Teaching and Learning in Higher Education, 26(1), 122–131.
   Google Scholar
• Buchmann, M., & Floden, R. E. (1992). Coherence, the rebel angel. Educational Researcher, 21(9), 6–9. https://doi.org/10.2307/1177014
   Google Scholar
• Burgin, S. R., & Butler, B. M. (2016). Controversial environmental issues explored through interdisciplinary perspectives: The case of the bald eagle, the botanical garden, and the airport. Science Scope, 039(06), 41–48. https://doi.org/10.2505/4/ss16_039_06_41
   Google Scholar
• Butler, B. M., & Burgin, S. R. (2016). Jamestown and power lines: Teaching controversy in an inter-disciplinary manner. Social Education, 80(1), 46–51.
   Google Scholar
• Cannaday, J., Bautista, K. H., Najaroo, J. G., Kula, S., & Guta, A. (2021). Faculty perceptions of course attributes, resources, and attitudes for a successful co-teaching experience with preservice teacher educators. Teacher Education Quarterly, 48(4), 7–27.
   Google Scholar
• Cook, L., & Friend, M. (2017). Co-teaching: Guidelines for creating effective practices. Focus on Exceptional Children, 28(3), 1–17. https://doi.org/10.17161/foec.v28i3.6852
   Google Scholar
• Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs. Jossey-Bass.
   Google Scholar
• Eckhardt, P. N., & Giouroukakis, V. (2018). The impact of co-teaching on pedagogical approaches and conceptual understanding in a graduate, adolescent literacy course. Journal of Leadership and Instruction, 17(2), 40–43.
   Google Scholar
• Ferguson, J., & Wilson, J. C. (2011). The co-teaching professorship: Power and expertise in the co-taught higher education classroom. Scholar-Practitioner Quarterly, 5(1), 52–68.
   Google Scholar
• Friend, M., & Cook, L. (2000). Interactions: Collaborative skills for school professionals. Allyn and Bacon.
   Google Scholar
• Friend, M., Cook, L., Hurley-Chamberlain, D., & Shamberger, C. (2010). Co-teaching: An illustration of the complexity of collaboration in special education. Journal of Educational and Psychological Consultation, 20(1), 9–27. https://doi.org/10.1080/10474410903535380
   Web of Science ®Google Scholar
• Garbett, D., & Heap, R. (2011). Making practice visible: A collaborative self-study of tiered teaching in teacher education. Studying Teacher Education, 7(3), 235–248. https://doi.org/10.1080/17425964.2011.617117
   Google Scholar
• Graziano, K. J., & Navarrete, L. A. (2012). Co-teaching in a teacher education classroom: Collaboration, compromise, and creativity. Issues in Teacher Education, 21(1), 109–126.
   Google Scholar
• Greene, M. S., & Isaacs, M. L. (1998). The responsibility of modeling collaboration in the university education classroom. Action in Teacher Education, 20(1), 98–106. https://doi.org/10.1080/01626620.1998.10462909
   Google Scholar
• Grossman, P., Hammerness, K. M., McDonald, M., & Ronfeldt, M. (2008). Constructing coherence: Structural predictors of coherence in NYC teacher education programs. Journal of Teacher Education, 59(4), 273–287. https://doi.org/10.1177/0022487108322127
   Web of Science ®Google Scholar
• Guise, M., Thiessen, K., Robbins, A., Habib, M., Stauch, N., & Hoellwath, C. (2017). The evolution of clinical practice: Moving from traditional student teaching to co-teaching. In C. Martin & D. Polly (Eds.), Handbook of research on teacher education and professional development (pp. 1–34). IGI Global.
   Google Scholar
• Hall-Kenyon, K. M., & Smith, L. K. (2013). Negotiating a shared definition of curriculum integration: A self-study of two teacher educators from different disciplines. Teacher Education Quarterly, 40(2), 89–108.
   Google Scholar
• Hamilton, M. L., Hutchinson, D., & Pinnegar, S. (2020). Quality, trustworthiness, and S-STTEP research. In J. Kitchen, A. Berry, S. M. Bullock, A. Crowe, M. Taylor, H. Guðjónsdóttir, & L. Thomas (Eds.), 2nd International handbook of self-study of teaching and teacher education (pp. 299–338). Springer.
   Google Scholar
• Heck, T. W., & Bacharach, N. (2015/2016). A better model for student teaching. Educational Leadership, 73(4), 24–29.
   Web of Science ®Google Scholar
• Helms, M. M., Alvis, J. M., & Willis, M. (2005). Planning and implementing shared teaching: An MBA team-teaching case study. Journal of Education for Business, 81(1), 29–34. https://doi.org/10.3200/JOEB.81.1.29-34
   Google Scholar
• Herro, D., Quigley, C., & Cian, H. (2019). The challenges of STEAM instruction: Lessons from the field. Action in Teacher Education, 41(2), 172–190. https://doi.org/10.1080/01626620.2018.1551159
   Google Scholar
• Hess, D. E. (2009). Controversy in the classroom: The democratic power of discussion. Routledge.
   Google Scholar
• Hollins, E. R., & Warner, C. K. (2021). Rethinking teacher preparation program design. Routledge.
   Google Scholar
• Honigsfeld, A., & Dove, M. G. (2019). Preparing teachers for co-teaching and collaboration. In L. C. de Oliveira (Ed.), The handbook of TESOL in K–12 (pp. 405–421). Wiley.
   Google Scholar
• Houser, N. O. (1995). Social studies on the back burner: Views from the field. Theory & Research in Social Education, 23(2), 147–168. https://doi.org/10.1080/00933104.1995.10505749
   Web of Science ®Google Scholar
• Judson, E. (2013). The relationship between time allocated for science in elementary schools and state accountability policies. Science Education, 97(4), 621–636. https://doi.org/10.1002/sce.21058
   Web of Science ®Google Scholar
• Kirkwood-Tucker, T. F., & Blecher, R. (2003). A self-study of two professors team teaching a unifying global issues theme unit as a part of their separate elementary social studies and science preservice methods courses. The International Social Studies Forum, 3(1), 203–217.
   Google Scholar
• Kleyn, T., & Valle, J. (2014). Modeling collaborative teaching in teacher education: Preparing pre-service teachers to teach all students. In Y. Freeman & D. Freeman (Eds.), Research on preparing preservice teachers to work effectively with emergent bilinguals (pp. 137–164). Emerald.
   Google Scholar
• Kluth, P., & Straut, D. (2003). Do as we say and as we do: Teaching and modeling collaborative practice in the university classroom. Journal of Teacher Education, 54(3), 228–240. https://doi.org/10.1177/0022487103054003005
   Web of Science ®Google Scholar
• LaBoskey, V. K. (2004). The methodology of self-study and its theoretical underpinnings. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.) International handbook of self-study of teacher education practices (pp. 817–869) Kluwer Academic Publishers.
   Google Scholar
• Lamb, L. C., & Jacobs, V. R. (2009). Establishing and maintaining program coherence in a cohort-based graduate program. The Teacher Educator, 44(2), 126–142. https://doi.org/10.1080/08878730802715064
   Google Scholar
• Lock, J., Clancy, T., Lisella, R., Rosenau, P., Ferreira, C., & Rainsbury, J. (2017). The lived experiences of instructors co-teaching in higher education. Brock Education Journal, 26(1), 22–35. https://doi.org/10.26522/brocked.v26i1.482
   Google Scholar
• Loughran, J. J., & Northfield, J. (1998). A framework for the study of self-study practice. In M. L. Hamilton (Ed.), Reconceptualizing teaching practice: Self-study in teacher education (pp. 7–18). Falmer Press.
   Google Scholar
• McKinley, B., & Warrence, N. (1996). An examination of team-taught interdisciplinary courses. https://files.eric.edu.gov/fulltext/ED397877.pdf
   Google Scholar
• Navarro, O., Shah, J. K., Valdez, C., Dover, A. G., & Henning, N. (2020). Fighting on all fronts: The push, pull, and persistence of social justice educators and the move to reimagine teacher preparation. Teacher Education Quarterly, 47(3), 9–31. https://www.jstor.org/stable/26977513
   Google Scholar
• Nikitina, S. (2006). Three strategies for interdisciplinary teaching: Contextualizing, conceptualizing, and problem-centring. Journal of Curriculum Studies, 38(3), 251–271. https://doi.org/10.1080/00220270500422632
   Web of Science ®Google Scholar
• Rossi, J. A. (2006). The dialogue of democracy. The Social Studies, 97(3), 112–120. https://doi.org/10.3200/TSSS.97.3.112-120
   Google Scholar
• Rytivaara, A., Pulkkinen, J., & Bruin, C. L. (2019). Committing, engaging and negotiating: Teachers’ stories about creating shared spaces for co-teaching. Teaching and Teacher Education, 83, 225–235. https://doi.org/10.1016/j.tate.2019.04.013
   Web of Science ®Google Scholar
• Sadler, T. D. (Ed.) (2011a). Socio-scientific issues in the classroom: Teaching, learning and research. Springer.
   Google Scholar
• Sadler, T. D. (2011b). Situating socio-scientific issues in classrooms as a means of achieving goals of science education. In T. D. Sadler (Ed.), Socio-scientific issues in the classroom: Teaching, learning and research (pp. 1–10). Springer.
   Google Scholar
• Saldana, J. (2021). The coding manual for qualitative researchers. (4th ed.). Sage.
   Google Scholar
• Santau, A. O., & Ritter, J. K. (2013). What to teach and how to teach it: Elementary teachers’ views on teaching inquiry-based, interdisciplinary science and social studies in urban settings. The New Educator, 9(4), 255–286. https://doi.org/10.1080/1547688X.2013.841498
   Google Scholar
• Shulman, L. S. (2005). Signature pedagogies in the professions. Daedalus, 134(3), 52–59. https://doi.org/10.1162/0011526054622015 https://www.jstor.org/stable/20027998
   Web of Science ®Google Scholar
• Stolz, S. (2021). Time for critical reimagining and breaking of silos in teacher education. Teacher Education Quarterly, 48(4), 97–100.
   Google Scholar
• Tom, A. R. (1997). Redesigning teacher education. SUNY Press.
   Google Scholar
• Waters, F. H., & Burcroff, T. L. (2007). Collaborative teaching at the university level: Practicing what is preached. The Teacher Educator, 42(4), 304–315. https://doi.org/10.1080/08878730709555409
   Google Scholar
• Zhou, G., Kim, J., & Kerekes, J. (2011). Collaborative teaching of an integrated methods course. International Electronic Journal of Elementary Education, 3(2), 123–138.
   Google Scholar