Dissertation/Thesis Abstract

Co-teaching in higher education: Effects on pre-service educators' academic growth and attitudes towards inclusion in special education
by Zbacnik, Amanda J., Ed.D., Saint Mary's University of Minnesota, 2015, 173; 3734323
Abstract (Summary)

Co-teaching has been utilized as a method of academic intervention used in K-12 classrooms over the past fifteen or more years. This method has consistently involved the pairing of a special educator with a general educator through a variety of co-teaching models. Co-teaching is meant to be used in inclusive environments, where students with and without disabilities are taught together. Co-teaching is a commitment from both educators who participate voluntarily, develop a professional relationship with one another, allow time for planning of classroom objectives, and obtain sufficient training. Multiple benefits to carefully implemented co-teaching in the K-12 environment have been documented in research studies. However, few studies contain information about co-teaching in higher education, particularly in the field of education. This research hopes to gain an understanding of how the pairing of a K-12 special educator and special education professor can bridge educational theory and practice to, hopefully, produce pre-service educators that have more competence about the realities of the teaching world. Results under analysis include measuring attitudes about special education inclusion and overall academic growth for pre-service educators after exposure to knowledge from two working professionals in a co-teaching and traditionally taught classroom environment.

Indexing (document details)
Advisor: Updaw, Nelson
Commitee: McClure, Jack, Nierengarten, Gerry, Savant, Nakita
School: Saint Mary's University of Minnesota
Department: Leadership
School Location: United States -- Minnesota
Source: DAI-A 77/03(E), Dissertation Abstracts International
Subjects: Adult education, Special education
Keywords: Academic growth, Co-teaching, Inclusion
Publication Number: 3734323
ISBN: 978-1-339-22905-8
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