This quantitative study examines middle school and high school general education and special education teachers' coteaching experience in relation to collaboration, differentiated instruction, and professional development. The participants included 137 respondents who currently coteach or who have previously cotaught in a middle school or high school Mathematics or language arts and English or algebra classroom learning environment. Respondents completed an online survey created by the researcher. A one-way ANOVA were used to determine the statistical significant between the independent variables and dependent variables. An alpha level of .05 was used as the standard of significance on all tests. The findings indicated that there are no differences between the experiences of middle school and high school general education and special education teachers with regards to collaboration, differentiated instruction, and professional development. Recommendations for further research and stakeholders were provided.
|School:||Argosy University, Nashville|
|School Location:||United States -- Tennessee|
|Source:||DAI-A 73/07(E), Dissertation Abstracts International|
|Subjects:||Special education, Curriculum development|
|Keywords:||Coteaching, General education, Inclusion, Special education|
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