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Full-Text Articles in Education

Coteachers' Perceptions About Collaborating To Implement Instructional Strategies For Students With Disabilities, Claudia B. Morris Jan 2019

Coteachers' Perceptions About Collaborating To Implement Instructional Strategies For Students With Disabilities, Claudia B. Morris

Walden Dissertations and Doctoral Studies

During 2012-2016, students with disabilities (SWDs) in Grades 3-5 in an urban elementary school in New York City did not meet the New York State English Language Arts (ELA) standards. The scores had been consistently low for SWDs when compared to their nondisabled peers. SWDs are placed in the inclusion classrooms with an Individual Education Plan that consists of the necessary accommodations that each student requires to access the general education curriculum. The purpose of this case study was to determine if the low ELA test scores for SWDs relate to lack of collaborative practices between coteachers in the inclusion ...


Inclusion Teachers' Perspectives On Coteaching, Allison Nunes Jan 2018

Inclusion Teachers' Perspectives On Coteaching, Allison Nunes

Walden Dissertations and Doctoral Studies

The coteaching classroom has grown with the influx of special needs students in general education classrooms. New state and federal laws mandated the need for collaboration when instructing special education students, and middle school teachers in a Northern New Jersey school district are experiencing challenges with the implementation of coteaching in inclusion classrooms. The purpose of this qualitative case study was to explore teachers' perceptions of collaboration challenges that resulted from coteaching in the classroom. The key research question of this study involved general and special education teachers' lived experiences in relation to the inclusion classroom and their attitudes and ...


Effect Of Coteaching On The Achievement Of Middle School Students With Disabilities, Calandra C. Holmes Jan 2018

Effect Of Coteaching On The Achievement Of Middle School Students With Disabilities, Calandra C. Holmes

Walden Dissertations and Doctoral Studies

From 2014 to 2015, full inclusion through coteaching practices (2 or more professionals providing instruction in the same classroom environment) was implemented at a rural southeastern middle school in Georgia to improve the low academic achievement of students with disabilities (SWDs). The problem is that 8th-grade SWDs score low on the reading and mathematics sections of the Standardized Assessment for Reading and Mathematics (STAR). The purpose of this quantitative quasi-experimental study was to examine the effect of coteaching on the achievement of 8th-grade SWDs in reading and mathematics as measured by the STAR. Vygotsky's zone of proximal development was ...


College Instructors' Perceptions On Coteaching, Theresa Da Costa Jan 2018

College Instructors' Perceptions On Coteaching, Theresa Da Costa

Walden Dissertations and Doctoral Studies

Coteaching is a teaching strategy that requires 2-teachers to collaborate in developing a course syllabus, selecting materials, and assessing students' work. The research problem, addressed in this study, was an appeal to educate the diverse adult population whose needs could not be addressed through traditional instructions at Rex College. Because of a high number of enrolled adult students, coteaching at Rex College was used to improve student success for academically underprepared students in a Set for Success program. The purpose of this study was to examine the coteaching strategies used at Rex College so that teaching guides and/or professional ...


A Qualitative Case Studying Collaboration Use To Improve Listening Instruction In Taiwanese Secondary Schools, Pearl Chang Jan 2018

A Qualitative Case Studying Collaboration Use To Improve Listening Instruction In Taiwanese Secondary Schools, Pearl Chang

Walden Dissertations and Doctoral Studies

Taiwan English teachers in secondary schools are facing a new challenge of having to teach listening comprehension skills to their students. Many instructors are not equipped to deliver adequate listening instruction although listening comprehension has become a benchmark for senior high students aspiring to enter a tertiary institution and earn a college degree. Instructors, students, parents, administrators, and members of the Ministry of Education agree that there is a need to meet the demands of the National English Curriculum Standards. Weimar's approach of learner-centered teaching served as the conceptual foundation for this study since the focus was on ways ...


Elementary Teachers' Perceptions Of The Effectiveness Of Coteaching, Geeta Gupta Kadakia Jan 2017

Elementary Teachers' Perceptions Of The Effectiveness Of Coteaching, Geeta Gupta Kadakia

Walden Dissertations and Doctoral Studies

In response to the low passing rate of its students with disabilities, administrators at a small urban elementary school in south Texas implemented coteaching. Guided by Nonaka and Takeuchi's collaborative learning framework, this qualitative instrumental case study was conducted to investigate the effectiveness of collaborative teaching in the elementary education setting. Data collection consisted of a group interview and classroom observations with a purposeful sample of 4 general education teachers and 2 special education teachers of Grades 3-5 math and language arts who were coteaching at the time of the study. Teachers' perceptions regarding the effects of their professional ...


Coteaching At An Elementary School Level In A Suburban Setting, Karen Ocque Jan 2016

Coteaching At An Elementary School Level In A Suburban Setting, Karen Ocque

Walden Dissertations and Doctoral Studies

Since leaders of a Central New York school implemented integrated cotaught (ICT) classrooms, no local investigation of ICT has taken place, leaving district administrators without empirical evidence of the value and effectiveness of the ICT services. The purpose of this study was to investigate the association between ICT services and student academic achievement in English language arts (ELA) and mathematics, as measured by the New York State ELA and mathematics assessments for 4th and 5th graders. Vygotsky's paradigm of cognitive development, which states that learners acquire knowledge through collaborative interactions with other students, guided this study because ICT classrooms ...


Teacher Perceptions Of The Effectiveness Of Inclusion In Elementary Classroom Settings, Delicia Peacock Peacock Jan 2016

Teacher Perceptions Of The Effectiveness Of Inclusion In Elementary Classroom Settings, Delicia Peacock Peacock

Walden Dissertations and Doctoral Studies

Inclusion classrooms were introduced in the United States in 1990 when the Individuals with Disabilities Education Act required that special education students be instructed in a general education setting. Ensuing changes in instructional formats have caused role confusion for special and general education teachers, resulted in mixed attitudes toward teacher responsibilities, and lowered teachers' sense of efficacy about being able to teach their students. Guided by Deci and Ryan's self-determination theory, this bounded case study design in a rural elementary school in a southeastern state was used to understand the perceptions of general and special educators regarding their work ...


Elementary Coteachers' Understanding About Differentiated Instructional Practices For Students With Disabilities, Betty Smith King Jan 2016

Elementary Coteachers' Understanding About Differentiated Instructional Practices For Students With Disabilities, Betty Smith King

Walden Dissertations and Doctoral Studies

Despite a rural Georgia school district's effort to increase the academic performance of all students, the achievement gap persists between general education and special education students. The purpose of the study was to explore what factors hindered coteachers from consistently applying differentiated instruction in elementary inclusion classrooms. The conceptual framework for the study emanated from Vygotsky's social development theory as it related to teachers learning from each other through professional collaboration. The research questions explored coteachers' perceptions about differentiated instruction for students with disabilities. Using a case study methodology and purposeful sampling of 6 general education and 6 ...


Elementary Teachers' Understanding, Knowledge, And Perceptions Of Inclusion Best Practices, Jason Liggins Jan 2016

Elementary Teachers' Understanding, Knowledge, And Perceptions Of Inclusion Best Practices, Jason Liggins

Walden Dissertations and Doctoral Studies

Recent legislative actions requiring schools in the local school system to increase the percentage of students served in the inclusion classroom has led to teachers having difficulty in implementing inclusion best practices. Using Vygotsky's social theory, the purpose of this case study was to examine teachers' understanding, knowledge, and perceptions of inclusive teaching strategies. The research questions were used to explore the teachers' understanding of inclusion, perceived effectiveness of strategies, and the resources that teachers feel are necessary to implement inclusion strategies. A purposeful sample of 10 teachers currently teaching in an inclusion setting were interviewed face-to-face using semistructured ...


Impact Of Professional Learning Community On Coteaching, Lalita Karpen Jan 2015

Impact Of Professional Learning Community On Coteaching, Lalita Karpen

Walden Dissertations and Doctoral Studies

A professional learning community (PLC) is designed to increase pedagogical knowledge and encourage collaboration amongst teachers. Many schools are using a variety of PLCs to increase collaboration and improve teaching and learning. The study school implemented a PLC, but collaboration and effective coteaching practice have not improved. Guided by social constructivism and social cognitive learning theories, the goal of this research was to explore coteachers' perceptions, attitudes, and beliefs about the overall effectiveness of the PLC coteaching model to improve instructional strategies. A qualitative case study with semistructured interviews to collect data and a narrative analysis for reporting was utilized ...


The Perceptions And Experiences Of General Education Teachers Toward Cotaught Inclusion Classes, Beth Milhoan Feustel Jan 2015

The Perceptions And Experiences Of General Education Teachers Toward Cotaught Inclusion Classes, Beth Milhoan Feustel

Walden Dissertations and Doctoral Studies

This project study addressed the low rate of general education teachers volunteering to coteach inclusion classes at a large urban high school in southeastern Georgia. This low volunteer rate caused administrators at this school to assign general education teachers, who did not opt in, to coteach inclusion classes. Teachers' efficacy was negatively impacted when they were required to teach classes that they did not volunteer to teach. The model of cooperative teaching advanced by Bauwens, Hourcade, and Friend's work served as the conceptual framework for this intrinsic case study. The purpose of the study was to examine how general ...


Improving Instruction For English Language Learners Through The Development Of Coteaching, Anna Parrish Jan 2015

Improving Instruction For English Language Learners Through The Development Of Coteaching, Anna Parrish

Walden Dissertations and Doctoral Studies

Researchers have described how a missing element in instructional services for English language learners is effective collaboration between general education and English for speakers of other languages (ESOL) teachers. This collaboration is vital to the success of English language learners. This multisite case study was designed to gain insight into current practices and how to improve collaboration between educators in a way that improves instructional services for English language learners. Knowles' theory of andragogy, the transfer of learning theory, and constructivism were used as a basis for analyzing educators' perspectives and instructional practices. Two sites were selected for the study-one ...


Effects Of Coteaching Instruction Between A Speech Pathologist And First Grade Teachers, Chrisonia Busch Jan 2014

Effects Of Coteaching Instruction Between A Speech Pathologist And First Grade Teachers, Chrisonia Busch

Walden Dissertations and Doctoral Studies

The effects of coteaching instruction used by speech language pathologists (SLP) and 1st grade teachers on students' early literacy skills have not been widely examined in current literature. This lack of research may hinder the efforts of SLPs to provide support services for students with and without disabilities who struggle with early literacy skills. Guided by the ecological systems theory, this quasi-experimental study examined the impact of coteaching instruction on students' literacy skills by comparing scores of 2 groups, experimental group who received coteaching and control group who did not receive coteaching instruction. The scores were measured by the final ...