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, Canadian Journal of Higher Education, vol 49

"This is a highly illuminating book that underscores the potential of co-teaching in higher education to provide deep and meaningful ways for students to learn. The book draws on the longstanding experiences of professors who have successfully created learning contexts that provoke the imagination and resist shallow, obliging responses from students. A mosaic of chapters combine to present a strong case for co-teaching but also thoughtfully point to the perils ofcaution about budgetary and micropolitical concerns inside faculties. Co-Teaching in Higher Education is a must read for university administrators who see co-teaching as a core way of supporting quality student learning in the 21st twenty-first century."

Pam Bishop, Faculty of Education, Western University

"By placing emphases on co-teaching definitions at each level, Jarvis,Co-Teaching in Higher Education makes a valuable contribution to co-teaching literature, specifically as it relates to placing higher education co-teaching within a comparative and new framework."

Carrie Chapman, College of Education, Minnesota State University