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Full-Text Articles in Education
An Exploratory Case Study On The Perceived Effectiveness Of Co-Teaching And A Need For Professional Development, Jaquelyn M. Joas-Foy
An Exploratory Case Study On The Perceived Effectiveness Of Co-Teaching And A Need For Professional Development, Jaquelyn M. Joas-Foy
Theses and Dissertations
Co-teaching is an instructional method used to educate many special education and at-risk youth. This study explored the perceived knowledge of and effectiveness with co-teaching through the perceptions of co-teachers and administrators at a large suburban high school. This study also explored the perceived effectiveness of co-teachers in Gately & Gately's eight components of effective co-teaching (2001). Four dyads completed the Co-teaching Rating Scale and a questionnaire. They also engaged in classroom observations and a focus group. Data from these data sources along with a focus group that included administrators from the high school generated a picture of co-teaching and …
Perceptions Of Teachers Regarding The Efficacy Of Inclusion In Primary Classroom Settings, Tara Catherine Chapman
Perceptions Of Teachers Regarding The Efficacy Of Inclusion In Primary Classroom Settings, Tara Catherine Chapman
Theses and Dissertations
Students in the Brick Township School District in Brick, New Jersey are taught in inclusive classrooms, meaning that students with special needs learn alongside their typically developing peers. The purpose of this study was to identify the perceptions of teachers and their attitudes toward inclusion practices and to examine the factors that influence those attitudes. Brick School District teachers were invited to respond to an online questionnaire to share their views on inclusive education. Teachers' attitudes were discovered to be related to their beliefs regarding school factors, including support from administration and access to adequate professional development opportunities. Furthermore, teachers' …
Self-Reflection Among Teachers Of Culturally Diverse Learners: An Intervention Study Exploring The Influence Of Cultural Identity, Susan A. Dube
Self-Reflection Among Teachers Of Culturally Diverse Learners: An Intervention Study Exploring The Influence Of Cultural Identity, Susan A. Dube
Theses and Dissertations
Student achievement is at the forefront of conversations related to education, yet culturally diverse learners continue to experience academic success much less than their White peers (Ajayi, 2011; Alviar-Martin & Ho, 2011; Aronson & Laughter, 2016; Ladson-Billings, 2009). Persistent gaps in achievement, graduation rates, and completion of college degrees indicate that educators need to reflect on how students from marginalized groups are prepared to participate in the global economy (Crouch, 2012; Ford & Moore, 2013; Frankenberg, 2009; Pennington, Brock & Ndura, 2012). The purpose of this study was to investigate whether a structured intervention program would increase in-service teachers' racial …
Culture Matters: Professional Development And The Implementation Of Culturally Responsive Pedagogy, Leslie M. Septor
Culture Matters: Professional Development And The Implementation Of Culturally Responsive Pedagogy, Leslie M. Septor
Theses and Dissertations
The purpose of this qualitative, ethnographic case study was to explore how teachers and teacher support personnel internalize and implement the tenets and strategies associated with professional development on culturally responsive pedagogy to gain a better understanding of the role professional development has in educational decision making. Data were collected data from a group of teachers and support staff who attended cultural competency training and who received subsequent mentoring. The study found, overall, that professional development is important to educators and was effective in shaping their understandings of cultural competency and how students learn in environments that are reflective of …
Investigating Teacher Candidates’ Perceptions Of Collaboration During A Co-Teaching Experience, Corine M. Brown, Martha Viator
Investigating Teacher Candidates’ Perceptions Of Collaboration During A Co-Teaching Experience, Corine M. Brown, Martha Viator
College of Education Faculty Scholarship
While teacher candidates learn the theoretical value of instructional collaboration in teacher preparation programs, they often lack professional preparation experiences to develop collaborative skills as educators in the classroom. To address this need, some teacher education programs have integrated co-teaching as part of their required clinical practice experiences. This case study research design examines two teacher candidates’ perceptions of collaboration as they engaged in co-planning and co-teaching in a secondary level, social studies classroom. Qualitative data sources including semi-structured interviews, co-planning sessions, field notes, formal classroom observations, and candidate-created lesson plans were collected. Case study data were coded for both …