With PQDT Open, you can read the full text of open access dissertations and theses free of charge.
About PQDT Open
Search
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.
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 |
Source Type: | DISSERTATION |
Subjects: | Special education, Secondary education, Educational sociology |
Keywords: | Academic outcomes, Co-teaching, Secondary, Social outcomes, Special Education |
Publication Number: | 22622765 |
ISBN: | 9781392809655 |