Education Commons^™

Perceptions Of Educators Teaching Inclusion Classes In An Urban Secondary Environment, Nicole Bellomo

CUP Ed.D. Dissertations

School systems across the United States have integrated students with disabilities into the general education classroom creating an inclusive environment where general and special education students can learn side by side. Within the inclusion classroom, general education and special education teachers collaborate to design and implement instruction for all student learners. Therefore, it is critical to understand the attitudes of general and special education teachers and reveal the factors that influence the beliefs they hold regarding the inclusion classroom. The beliefs held by inclusion teachers are a crucial factor to the success of students with disabilities in the inclusion setting …

Co-Teaching: Collaborative And Caring Teacher Preparation, Colette Rabin

Faculty Publications

This study investigated what happened during the implementation of a co-teaching model for student-teaching from a relational perspective. When analyzed through the theoretical framework of care ethics, teacher-candidates and their mentor-teachers developed caring relationships, acknowledged and negotiated differential power dynamics, and described cultivating a caring climate through dialogue and modeling.

An Examination Of Co-Teacher's Instructional Practices And Social Validity Following Participation In Professional Development, Jessica Sitton

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

Because co-teaching teams often lack the support to continue to implement the evidence-based strategy of co-teaching beyond initial training and coaching sessions, this project studies the affect of training and coaching on teacher implementation and social validity following participation in co-teaching professional development. The Utah State Board of Education – Special Education (USBE-SES), from years 2012-2019, along with the Utah Professional Development Network (UPDN), from years 2014-2019 provided training, support and coaching to secondary co-teaching teams tied to the content areas of secondary mathematics and secondary English language arts (ELA). This project studied the continued use of instructional components specific …

Co-Teaching: A Win-Win Situation For All, Kimberly Watson

Culminating Projects in Special Education

Eleven studies looking at the benefits of co-teaching for everyone involved, including all students, teachers, and administration. Also, the key strategies to consider to have a successful co-teaching experience.

A Comparison Of Eighth Grade General Education Students’ Ela Scores In Co-Teaching And Regular Classrooms, Deborah Cecilia Mitchell

Doctoral Dissertations and Projects

This causal comparative, ex post facto quantitative study compared the Georgia Milestones English Language Arts (ELA) scores of 8th-grade general education students taught in a co-teaching classroom compared with scores of students taught in a regular classroom. The research focused on a comparison of the academic performance of two groups on statewide standardized assessments in ELA over 2 consecutive years, 2017 and 2018. The study contributes to the limited research regarding student achievement of general education students in co-teaching classrooms. This study was based on Vygotsky’s social development theory. The research questions examined the differences in the academic performance of …

A Quantitative Analysis Of The Effect Of Integrated Co-Teaching On The Growth Of English Language Arts And Mathematics Achievement In Elementary School Students Using Student Growth Percentiles, Amy Sue Divita

Dissertations - ALL

This causal-comparative study provides a descriptive analysis of the impact of participation in co-taught classrooms compared to traditional classrooms on the academic growth of students with and without disabilities. This issue is examined in English language arts and mathematics using the New York State testing program results. A quasi-experimental design and a post hoc statistical analyses using t-tests was used to look for statistical differences between identified groups. Achievement growth was operationalized as the student growth percentile on the NYS New York State assessments, and group means were compared by grade level over five years. The findings from this study …

Common Factors That Benefit And Hinder The Co-Teaching Partnership In The High School Setting, Kaitlyn Nicole Muller

Theses and Dissertations

The purpose of this narrative study was to explore the lived experiences of both general and special education teachers in co-teaching relationships at Red Bank Regional High School in order to discover common patterns that benefit and hinder co-teaching partnerships across general and special education teaching roles, departments, and grade levels. Four pairs of co-teachers, eight total teachers, agreed to participate in this study. The co-teaching pairs were selected from four different departments, English Language Arts, History, Science, and Mathematics. Descriptive research, such as having the participants complete a survey, produce graphic elicitation tasks, and participate in an interview were …

Teachers Use And Perceptions Of The Impact Of Response To Intervention (Rti) On Co-Teaching At The Secondary Level In General Education Classrooms, Hawazen Alasiri

Dissertations

When working together, Response to Intervention (RTI) and co-teaching can serve the needs of teachers and their students in a duet that Murawski and Hughes (2009) called “a logical combination for successful systematic change” (p. 267). According to the U.S. Department of Education, the number of students with disabilities, ages 6–21, who spent most of the school day in general classrooms in regular schools increased from 33% in 1990 to 62% in 2014 (U.S. Department of Education, 2016). With twice as many students with disabilities attending general education classrooms today, it is essential that all stakeholders in the education field …

Understanding The Co-Teaching Experience Of Teachers: Negotiating Choice And Efficacy, Mary A. Garofalo

Seton Hall University Dissertations and Theses (ETDs)

Co-teaching, a main strategy of the inclusionary movement, has been widely researched over the last 25 years. Although there is much research in the way of student outcomes and best practices, the research on teachers’ perceptions of co-teaching on the secondary level is non-existent. Although all of the research on best practices of co-teaching suggests that voluntary participation and choice of partner is important when implementing a co-teaching program, school administration tend to veer away from giving teachers a choice due to scheduling or financial constraints.

Using qualitative, case-study research methods, including teacher and administrative interviews, survey and field observations, …

Teaching And Learning In The Spanish As A Foreign Language Classroom, Chemaris Gutiérrez Ethington

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

This portfolio is a compilation of the author’s beliefs about teaching and learning in the Spanish language classroom. It centers around the teaching philosophy statement emphasizing the author’s beliefs regarding the role of the teacher, the role of the students, and expectations in the second language classroom.

Three research papers are included to support the teaching philosophy statement. The first paper highlight the importance of teaching communicatively in the foreign language classroom with a co-teacher. The second paper explains dual language immersion and its importance in Utah education. The last paper focuses on the teaching of pragmatics in the foreign …

A Blended Approach To English Instruction, Kristie Ennis

Faculty & Staff Research and Creative Activity

Searching for ways to effectively use technology in English classrooms as a doctoral student, classroom teacher, and ELA consultant led the author to a transformational co-teaching experience that not only made effective use of tech tools and redefined the “school” experience but also increased student ownership of learning in new ways and decreased teacher workload. This article shares how this planning can work.

The Impact Of Co-Teaching On Mathematics Achievement Of Middle School General Education Students, Jarrod Bingham

Doctoral Dissertations and Projects

To accommodate the presence of special education students in general education classrooms, many schools have implemented collaborative teaching or co-teaching, a model in which two or more teachers share responsibility for a group of students. While myriad research has demonstrated that this model benefits special education students, very little researchers have examined the effect of co-teaching upon the general education student, who often outnumber the special education students. The purpose of this quantitative causal-comparative study was to investigate co-teaching’s impact upon the mathematic achievement of general education students. The independent variable in this study was students’ placement into either a) …

Using Virtual Reality And Web Conferencing Technologies: Exploring Alternatives For Microteaching In A Rural Region, Raymond A. Dixon, Cassidy Hall, Farjahan Shawon

Northwest Journal of Teacher Education

Preservice teachers’ views of two types of technologies which provided realistic environments in which to practice microteaching are described: (1) TLE TeachLivE™ Lab, a virtual reality environment that employs avatars as students in a virtual classroom, and (2) web conferencing technology to synchronously teach students in remotely located classrooms. Preservice teachers opined that each technology offers a relatively realistic environment that allows them to interact with virtual and real students. Microteaching through these technologies increases their self-confidence and provided a safe, non-threatening environment for them to reflect on their practice. We concluded these emerging technologies can provide viable alternatives to …

Facilitating Collaboration Through A Co-Teaching Field Experience, Mark S. Montgomery, Adam Akerson

Networks: An Online Journal for Teacher Research

This article describes an action research project in which two teacher educators implemented a co-teaching field experience with pre-service teacher candidates acting as co-teachers to facilitate collaboration among peers. The goal of the action research was to better meet the needs of pre-service teacher candidates and continually develop their ability to grow as reflective and collaborative future teaching educators. To increase collaboration, co-teaching models were implemented in an early field experience. Teaching activities and assignments provided opportunities for collaboration as co-teachers and as members of a teaching community. Data collection and observations indicate peer-to-peer co-teaching helped create a collaborative atmosphere …

Critical Elements Of Effective Co-Teaching In The K-12 Classroom, Julie M. Gaffney

All Electronic Theses and Dissertations

Co-teaching is a common and significant practice that pairs a special education teacher with a general education teacher for the purpose of enhancing the education of all students. In addition to giving students with special needs access to the content of general education classes, all students get the social benefits of being closer to their peers. Since the introduction of the Individuals with Disabilities Act (IDEA) (1997), methods of inclusion for special education students have taken center stage. Teachers and administrators are experiencing the benefits and challenges of this relatively new but successful concept. Research is plentiful but there is …

Facilitating Collaboration Through A Co-Teaching Field Experience, Mark S. Montgomery, Adam Akerson

Faculty Publications

This article describes an action research project in which two teacher educators implemented a co-teaching field experience with pre-service teacher candidates acting as co-teachers to facilitate collaboration among peers. The goal of the action research was to better meet the needs of pre-service teacher candidates and continually develop their ability to grow as reflective and collaborative future teaching educators. To increase collaboration, co-teaching models were implemented in an early field experience. Teaching activities and assignments provided opportunities for collaboration as co-teachers and as members of a teaching community. Data collection and observations indicate peer-to-peer co-teaching helped create a collaborative atmosphere …

Mentor Teacher Development During A Co-Teaching Model Of Student Teaching, Jeanne M. Delcolle

Walden Dissertations and Doctoral Studies

In a co-teaching model of student teaching, mentor teachers are presented with opportunities for professional growth because extensive collaboration occurs with the teacher candidate throughout the process. Despite the proliferation of co-teaching programs, mentor teachers often lack formal training for their role. Further, insufficient evidence fails to show how collaboration between mentor and candidate contributes to professional growth for the mentor. The purpose of this qualitative study was to examine such growth in 9 mentor teachers who hosted teacher candidates during 1 semester of student teaching to determine how a co-teaching model affected mentor teachers' own teaching and mentoring skills. …

The Experience Of Co-Teaching For Emergent Arabic-English Literacy, Anna M. Dillon, Kay Gallagher

All Works

© 2019: Anna M. Dillon, Kay Gallagher, and Nova Southeastern University. In this paper we explore teachers' experiences of co-teaching within a new bilingual (Arabic/English) model in public Kindergarten schools in the United Arab Emirates. The main objective was to understand teachers' experiences with intercultural teaching for biliteracy in this context. We interviewed six pairs of co-teachers. These co-teachers represent six of the nationalities of teachers working in public Kindergartens in Abu Dhabi, thereby representing a cross-section of the cultural context of teaching in the reformed public schools. The data highlight teachers' varied co-teaching practices and point to aspects such …