Open Access. Powered by Scholars. Published by Universities.®
- Discipline
Articles 1 - 6 of 6
Full-Text Articles in Education
Efficacy, Attitudes, And Collaboration Of Co-Teaching For Middle School General And Special Educators, Ellenita Blanton
Efficacy, Attitudes, And Collaboration Of Co-Teaching For Middle School General And Special Educators, Ellenita Blanton
Doctor of Education Dissertations
The purpose of this mixed methods study was to investigate how general and special educators’ attitudes, efficacy, and collaboration promote co-teaching relationships that benefit exceptional students in urban middle schools. The impacts of co-teaching on the attitudes, efficacy, and collaboration of secondary teachers were explored. A questionnaire was distributed to general and special education teachers, and focus groups were held. The methodology included using a quantitative phase and a qualitative phase research design to collect the data. The quantitative measure used was surveys. Participants, who were qualified, were chosen for the interview and focus group portions of the study. In …
A Program Evaluation Of The Marilyn Friend Co-Teaching Models, Emily Wilkins
A Program Evaluation Of The Marilyn Friend Co-Teaching Models, Emily Wilkins
Doctor of Education Dissertations
This study was prompted by the continuous rise in expectations for students with disabilities to have access to the general education curriculum within the general education classroom. This study was a program evaluation on the Marilyn Friend co-teaching models that utilized Stufflebeam’s (1960) Context, Input, Process, Product (CIPP) program cycle at three middle schools in one upstate South Carolina school district (Social Science Space, 2017). Data were collected via teacher surveys and follow-up interviews with general education and special education teachers, middle school administrators, and appropriate district office personnel. The survey population included 31 middle school general education and special …
Perceptions Of Co-Teaching In Secondary Inclusion Classrooms, Tori Hill
Perceptions Of Co-Teaching In Secondary Inclusion Classrooms, Tori Hill
Doctor of Education Dissertations
This study examined secondary teacher and administrator perceptions of co-teaching practices as they relate to preservice and in-service training. In this mixed-methods study, general education math and English teachers and special education teachers in three suburban high schools were given a survey to provide input regarding co-teaching practices in their school/district. The survey results were analyzed to determine trends of variables relating to teacher perceptions. Additionally, interviews with four administrators (three schools and one district) were conducted to correlate expectations, strengths and weaknesses, and training with the results of the teacher survey. Multiple themes emerged, which included collaboration/planning, administrative support, …
Co-Teaching In Inclusion Classrooms: An Investigation Of Secondary Inclusion Practices, Margaret Erin Keene
Co-Teaching In Inclusion Classrooms: An Investigation Of Secondary Inclusion Practices, Margaret Erin Keene
Education Dissertations and Projects
This study was an investigation of co-teaching and inclusion practices at the secondary level. In the explanatory sequential mixed-methods study, regular education co-teachers as well as special education co-teachers offered insights by their participation in a survey and focus groups. This study investigated co-teacher perceptions of inclusion and how their perceptions of inclusion and co-teaching influenced the extent of teacher use of elements of Dr. Friend’s co-teaching models. The study also investigated and identified the needs of co-teachers. Co-teaching is defined as “two or more professionals delivering substantive instruction to a diverse, or blended, group of students in a single …
Middle School Administrator And Teacher Attitudes Towards Students With Mild To Moderate Disabilities In The Inclusive Classroom, William James Kimble
Middle School Administrator And Teacher Attitudes Towards Students With Mild To Moderate Disabilities In The Inclusive Classroom, William James Kimble
Education Dissertations and Projects
The purpose of this study was to determine middle school administrator and teacher attitudes towards inclusion in one local education agency (LEA) in North Carolina. Administrators and teachers from three middle schools were surveyed to determine factors that impact their attitude of inclusion with regard to years of experience, gender, extent working with students with disabilities, role in education, age, highest degree obtained, number of special education courses taken in college, and expected length in education. The Attitude Towards Teaching All Students Instrument (ATTAS-mm) was used for the quantitative portion of this study. The ATTAS-mm is organized into three components …
A Comparative Study Of Classroom Teachers' Perceptions Towards Inclusion, Keisha H. Pritchard
A Comparative Study Of Classroom Teachers' Perceptions Towards Inclusion, Keisha H. Pritchard
Education Dissertations and Projects
The purpose of this study was to determine classroom teachers' perceptions of inclusion in local education agencies (LEAs) in North Carolina. Regular education teachers at both the elementary and secondary levels were surveyed to determine characteristics that impact their perceptions of inclusion in regards to teacher gender, years of teaching experience, subjects taught (core or elective classes), past experience with inclusion, personal experience with disabilities, number of hours of coursework concerning disabilities, number of hours of professional development concerning disabilities, number of hours of training concerning inclusion, and region. This study detailed related research in the area of inclusion and …