Abstract
This article reports on a cross-case analysis using Miles and Huberman's framework to examine and describe issues related to teacher engagement and disengagement with receiving "coaching," or expert consultation, on effective teaching strategies. Results were gleaned from two research studies that implemented a coaching model and a series of earlier data analyses. The focus of the current analysis was to identify factors that led to high levels of impact on teaching as well as high levels of engagement on the part of general education teachers working with special educators.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 34-56 |
| Number of pages | 23 |
| Journal | Learning Disability Quarterly |
| Volume | 21 |
| Issue number | 1 |
| State | Published - Dec 1998 |
| Externally published | Yes |
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ASJC Scopus subject areas
- Rehabilitation
- Education
- Health Professions(all)
- Behavioral Neuroscience
Cite this
Engagement and disengagement between special and general educators : An application of Miles and Huberman's cross-case analysis. / Marks, Susan U; Gersten, Russell.
In: Learning Disability Quarterly, Vol. 21, No. 1, 12.1998, p. 34-56.Research output: Contribution to journal › Article
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TY - JOUR
T1 - Engagement and disengagement between special and general educators
T2 - An application of Miles and Huberman's cross-case analysis
AU - Marks, Susan U
AU - Gersten, Russell
PY - 1998/12
Y1 - 1998/12
N2 - This article reports on a cross-case analysis using Miles and Huberman's framework to examine and describe issues related to teacher engagement and disengagement with receiving "coaching," or expert consultation, on effective teaching strategies. Results were gleaned from two research studies that implemented a coaching model and a series of earlier data analyses. The focus of the current analysis was to identify factors that led to high levels of impact on teaching as well as high levels of engagement on the part of general education teachers working with special educators.
AB - This article reports on a cross-case analysis using Miles and Huberman's framework to examine and describe issues related to teacher engagement and disengagement with receiving "coaching," or expert consultation, on effective teaching strategies. Results were gleaned from two research studies that implemented a coaching model and a series of earlier data analyses. The focus of the current analysis was to identify factors that led to high levels of impact on teaching as well as high levels of engagement on the part of general education teachers working with special educators.
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UR - http://www.scopus.com/inward/citedby.url?scp=0032220212&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:0032220212
VL - 21
SP - 34
EP - 56
JO - Learning Disability Quarterly
JF - Learning Disability Quarterly
SN - 0731-9487
IS - 1
ER -