Dissertation/Thesis Abstract

Co-teaching: An Interview-Based Study of the Perceptions of Secondary Co-teachers
by Sipe, Elizabeth A., Ed.D., University of Pittsburgh, 2019, 75; 22622765
Abstract (Summary)

Co-teaching has evolved as a popular service delivery approach to meet the diverse needs of students with disabilities in the general education setting. This qualitative study used semistructured interviews to explore how co-teachers in a secondary public school district in a Mid-Atlantic state perceive co-teaching; specifically how teachers describe the benefits and challenges associated with co-teaching, and how teachers believe administrators can shape, plan, and improve co-teaching practices. A total of two co-teaching dyads participated in this study. The participants included two general education teachers, one reading specialist teacher, and one special education teacher. Analysis of the data revealed four themes: the importance of a common planning period, increased academic and social outcomes, challenges associated with co-teaching, and the importance of administrative support.

Indexing (document details)
Advisor: McCarthy, Tessa
Commitee: Ramirez, Melissa, Robertson, Rachel, Russell, Jennifer L.
School: University of Pittsburgh
Department: School of Education
School Location: United States -- Pennsylvania
Source: DAI-A 81/7(E), Dissertation Abstracts International
Subjects: Special education, Secondary education, Educational sociology
Keywords: Academic outcomes, Co-teaching, Secondary, Social outcomes, Special Education
Publication Number: 22622765
ISBN: 9781392809655
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