%0 Journal Article
%T Coteaching in Content Area Classrooms: Lessons and Guiding Questions for Administrators
%A Anne C. Sinclair
%A Christopher J. Lemons
%A Devin M. Kearns
%A Erin E. Clancy
%A Jade Wexler
%A Laura E. Bray
%A Yan Wei
%J NASSP Bulletin
%@ 1930-1405
%D 2018
%R 10.1177/0192636518812701
%X Secondary school administrators increasingly include students with disabilities in general education classrooms with coteaching models. Theoretically, coteaching enables two educators to attend to the learning needs of students with disabilities while exposing them to grade-level content area instruction. However, our study on teachersĄŻ perceptions of coteaching found that teachers often viewed their schoolsĄŻ leadership decisions as adversely affecting their ability coteach effectively. The purpose of this article is to provide administrators with an overview of common coteaching models, summarize findings from our study on teachersĄŻ perceptions of how their schoolsĄŻ leadership influenced their coteaching practices, and provide a set of guiding questions to consider when seeking to support coteaching
%K inclusion
%K coteaching
%K instructional leadership
%K professional development
%U https://journals.sagepub.com/doi/full/10.1177/0192636518812701