The purpose of this study was to investigate the common interpersonal dynamics of effective middle school co-teaching partnerships. This multi-case study examined the communication practices and relational approaches of co-teaching teams. This study identified the interpersonal behaviors effective middle school co-teachers adopted to maximize their effectiveness and support inclusion and student achievement.
The findings suggested establishing role parity, adopting transparent communication practices, and leveraging technology to communicate and collaborate improved the effectiveness of co-teaching teams. Additionally, study findings suggested students found co-teachers’ demonstration of collaboration, role-parity, and positive interactions impactful to co-teaching teams’ overall effectiveness.
|Commitee:||Jordan, Joan, Moody, Michael|
|Department:||School of Education|
|School Location:||United States -- Georgia|
|Source:||DAI-A 82/6(E), Dissertation Abstracts International|
|Subjects:||Special education, Middle School education, Pedagogy, Educational sociology|
|Keywords:||Co-teaching, Co-teaching relationship, Collaboration, Communication, Inclusion, Role parity|
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