Co-Teaching in Higher Education

From Theory to Co-Practice

Daniel H. Jarvis, Mumbi Kariuki

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English

University of Toronto Press
22 September 2017

Education; Schools; Independent schools, private education; Faith (religious) schools; Extra-curricular activities

Co-Teaching in Higher Education, edited by Daniel Jarvis and Mumbi Kariuki, brings together an international group of educators and scholars to examine the theoretical frameworks and practical experiences relating to co-planning, co-teaching, and co-assessing at the post-secondary level.

Co-teaching practices at the elementary and secondary school levels have been widely documented. This collection explores topics that will enable post-secondary instructors to maximize their courses' potential including undergraduate projects, graduate level co-teaching, pair and group co-teaching, co-taught single-subject courses, and innovative cross-curricular experiments. Contributors share their insights addressing key factors such as logistics, resources, administrative support, Ministry initiatives, and academic freedom. Jarvis and Kariuki have created an indispensable resource that provides the reader with an informed perspective on the realities of creating and sustaining rich co-teaching experiences at the university level.

Edited by: Daniel H. Jarvis, Mumbi Kariuki
Imprint: University of Toronto Press
Country of Publication: Canada
Dimensions: Height: 229mm, Width: 152mm, Spine: 25mm
Weight: 540g
ISBN: 9781487501921
ISBN 10: 1487501927
Pages: 277
Publication Date: 22 September 2017
Audience: College/higher education , Professional and scholarly , Primary , Undergraduate
Format: Hardback
Publisher's Status: Active

Daniel H. Jarvis is a professor in the Schulich School of Education at Nipissing University. Mumbi Kariuki is an associate professor in the Schulich School of Education at Nipissing University

Reviews for Co-Teaching in Higher Education: From Theory to Co-Practice

The authors reflect on the benefits of engaging in dialogic community as a co-teaching practice without underestimating the effort involved, and they set the stage for additional research to be done in the co-teaching area. They also reinforce the realities of administrative support and workload issues. At times the insights gained from the chapters are repetitive, but when linked together and brought into a theory-toco-practice overview at the end there is a wealth of information, research, lived experience and expertise that realistically reinforces key considerations for both faculty and administrators that need attention before moving into interdisciplinary work or co-teaching practice. -- Linda Pardy, University of the Fraser Valley * <em>Canadian Journal of Higher Education, vol 49</em> *