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.
|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|
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