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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, …