Abstract
The purpose of this article was to examine the use of a gradual release of responsibility (GRR) model (Pearson & Gallagher, 1983) embedded in a coteaching framework (Heck & Bacharach, 2016) during the student-teaching portion of an alternative teaching licensure program. The goal was to improve an already existing student-teacher field experience summer residency program at a large Midwestern university by better attending to its desire to help all teachers become better equipped with their selection of teaching strategies.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 15 |
| Number of pages | 25 |
| Journal | Journal of the National Association for Alternative Certification |
| Volume | 13 |
| Issue number | 1 |
| State | Published - 2018 |