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Improving Inclusion Teacher Self-Efficacy Through Narrative Inquiry, Kylie Damico
Improving Inclusion Teacher Self-Efficacy Through Narrative Inquiry, Kylie Damico
Masters Theses/Capstone Projects
The purpose of this capstone project was to engage in narrative inquiry to explore teacher self-efficacy of inclusion teachers in a classroom where teachers may have low sense of teacher self-efficacy. Two special education teachers who have experienced challenges in co-teaching in the regular classrooms explored pre-conferencing with the general education teacher before class and reflecting with the general education teacher after the class period to try and increase teacher self-efficacy. They met regularly throughout the study and discussed their sense of teacher self-efficacy as it relates to the techniques explored and completed the Teaching Students with Disabilities Scale. The …
How Does Inclusion With Co-Teaching Affect Student Performance On Summative Assessments?, Kaitlin Marie Hutchinson
How Does Inclusion With Co-Teaching Affect Student Performance On Summative Assessments?, Kaitlin Marie Hutchinson
Masters Theses/Capstone Projects
Schools have been pushed toward inclusive practices with an emphasis on co-teaching models (Yeung, 2012), yet reservations exist and little is known about the effects of inclusive practices. The questions this study aims to answer are: 1. Does inclusion with an emphasis on co-teaching affect performance of newly transitioning students with disabilities on district and teacher made summative assessments?, and 2. Does inclusion with co-teaching have a carry-over effect on typically-developing students’ assessment scores? This study aims to investigate the effect of inclusive practices on student summative assessment scores. Results from the district preassessment were gathered for all students in …