Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 7 of 7
Full-Text Articles in Education
Elementary Teachers' Perceptions Of The Effectiveness Of Coteaching, Geeta Gupta Kadakia
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 relationship …
Coteaching At An Elementary School Level In A Suburban Setting, Karen Ocque
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 emphasize …
Teacher Perceptions Of The Effectiveness Of Inclusion In Elementary Classroom Settings, Delicia Peacock Peacock
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 in …
Elementary Coteachers' Understanding About Differentiated Instructional Practices For Students With Disabilities, Betty Smith King
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 special education …
Elementary Teachers' Understanding, Knowledge, And Perceptions Of Inclusion Best Practices, Jason Liggins
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 questions. …
The Perceptions And Experiences Of General Education Teachers Toward Cotaught Inclusion Classes, Beth Milhoan Feustel
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 education …
Impact Of Professional Learning Community On Coteaching, Lalita Karpen
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. …