The purpose of this case study was to investigate the facilitators and barriers that may influence high school teachers’ implementation of the six traditional co-teaching models in a small suburban high school. Examining the relationship between a teacher’s receptiveness to co-teaching and their stated preference for the utilization of one or more of the co-teaching models will advance information about teachers’ practices in the utilization of the models in order to assess the frequency of the use of the different co-teaching models and, more importantly, to evaluate teachers’ self-perceived effectiveness in their use of the various co-teaching models.
This mixed methods study employed a survey to garner information about teachers’ educational backgrounds and training and interviews to discern teachers’ lived experiences and their perceptions of the facilitators and barriers in the implementation of the six traditional co-teaching models. Understanding the educational backgrounds, beliefs and self-efficacy about the effectiveness of the co-teaching models used by secondary teachers assigned to co-teaching classrooms will enable administrators to facilitate and prepare teachers in the more effective implementation of the six co-teaching models.
Key findings from this study regarding the facilitators and barriers to use of all of the co-teaching models reveal that secondary teachers: (i) believe that students with disabilities should be placed in co-teaching classes, but students with behavioral and or emotional disabilities pose a barrier to the use of all but two of the co-teaching models; (ii) prefer to be assigned to co-teaching classrooms when there is a positive relationship with their co-teaching partner since it facilitates their ability to use all of the co-teaching models; (iii) feel confident teaching students with disabilities in co-teaching classrooms, but do not receive training about specific disabilities, which inhibits the use of all co-teaching models; (iv) do not have enough planning time, which is essential for the use of all the co-teaching models, and remains a challenge for secondary co-teachers even when they are afforded planning time; and (v) teachers who were more familiar with specific co-teaching models reported that they use those models more frequently
|Advisor:||Watts, Caroline, Bialka, Christa|
|School:||University of Pennsylvania|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 81/9(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Special education|
|Keywords:||Co-teaching, Secondary, Secondary co-teaching|
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