Dissertation/Thesis Abstract

Teacher perception of co-teaching on student outcomes: A qualitative phenomenological study
by Peper, Karen Ann, Ed.D., University of Phoenix, 2010, 112; 3417612
Abstract (Summary)

The purpose of this qualitative phenomenological study was to explore the perceptions and lived experiences of teachers in co-teaching classrooms to better understand the relationship between co-teaching and outcomes for students with disabilities. Recent legislative demands, increasing rates of classification of children with disabilities in all age ranges, with high co-morbidity rates, is occurring simultaneous with increasing public school placement (U.S. Department of Education, 2001). Data collection consisted of interviewing public school teachers currently co-teaching in a suburban public middle school in Upstate New York. Five themes emerged from the data: (1) co-teaching definition context (2) instructional differentiation (3) measures of success (4) co-teacher relationships and (5) administrative responsibility. This current study supports a need for teachers to work collaboratively in the co-taught setting.

Indexing (document details)
Advisor: Black, Ronald
School: University of Phoenix
School Location: United States -- Arizona
Source: DAI-A 71/09, Dissertation Abstracts International
Subjects: Middle School education, Special education
Keywords: Coteaching, Disabilities, Inclusion, Instructional differentiation, Team teaching
Publication Number: 3417612
ISBN: 978-1-124-15720-7
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