Education Commons^™

No One Can Whistle A Symphony: Analyzing Growth In Proficiency For English Learners In Coteaching, Debra Ann Cole

Dissertations

K-12 ELs in the U.S. are increasing in number and diversity (Park, et al., 2018), requiring schools to establish and grow language instruction education programs (LIEPs) that facilitate language acquisition for a wide range of learners, while also providing equitable opportunities to learn. The study used a quantitative, pretest-posttest, research design to address gaps in the literature noted by Takanishi & Menestrel (2017), regarding which LIEPs are most effective for various EL subgroups, and to explore the effects of Coteaching for ELs (COTEL) on growth in proficiency. Data from 723 ELs in two Midwestern districts was disaggregated three ways to …

Perceptions Of Secondary School Special Education Teachers Of Their Preparation For Coteaching, Vicki Zands

Dissertations

Purpose: The purpose of this qualitative multicase study was to describe and explain how secondary school special education teachers perceived that their special education teacher education programs prepared them to work as part of a coteaching team and how secondary special educators described the benefits and challenges of working as part of a coteaching team and sought secondary special education teachers’ recommendations for how teacher education programs could better prepare candidates to serve as members of a coteaching team.

Methodology: A qualitative multicase study was used. The researcher conducted semistructured, in-depth interviews with 12 secondary-level special education teachers who were …

The Two Faces Of Education: Educators' And Administrators' Perspectives On Collaboration And Co-Teaching, Lisa Penny

Dissertations

This phenomenological study investigated the experiences and perceptions of special education teachers, general education teachers, and administrators on inclusion, collaboration, and co- teaching in supporting the academic and behavioral growth of all students. The following themes were identified: (a) individual definition of collaboration, (b) school leader training, (c) support and feedback from administration, (d) teachers’ and principals’ perceptions, (e) student achievement, and (f) participants’ knowledge base of co-teaching models. The findings indicate that although co-teaching and inclusion has become common practice and educators generally believe in its virtues, there are some persistent difficulties based on limiting beliefs about students with …