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.
|Commitee:||McClure, Jack, Nierengarten, Gerry, Savant, Nakita|
|School:||Saint Mary's University of Minnesota|
|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|
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