Descriptive analysis of team teaching in two elementary classrooms: A formative experimental approach

This article reports the results of a descriptive analysis of team teaching in two classrooms. The study employed a relatively new approach to field-b ased research, referred to as formative experiments, to conduct formative a nd summative evaluation procedures. Results of quantitative and qualitative analyses to assess student outcomes, teaching procedures, and teacher impr essions are presented. Descriptive information regarding planning time, typ e of instructional format of team teaching, student groupings, and follow-u p evaluation time was obtained through weekly teacher logs. Focus groups an d written teacher comments provided information regarding teacher satisfact ion of the team-teaching experience. Performance of typical students and st udents with learning disabilities on curriculum-based assessment measures g iven pre- and post team teaching suggest academic gains in reading and spel ling for all students. The results of this study are discussed, and recomme ndations for further research are given.