Exploring How Special and Regular Education Teachers Work Together Collaboratively

Autor/in	Broyard-Baptiste, Erin
Titel	Exploring How Special and Regular Education Teachers Work Together Collaboratively
Quelle	(2012), (158 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2674-6053-0
Schlagwörter	Hochschulschrift; Dissertation; Teacher Collaboration; Elementary School Teachers; Secondary School Teachers; Teacher Attitudes; General Education; Special Education Teachers; Inclusion; Regular and Special Education Relationship; Case Studies; Interviews; Observation; Classification; Thematic Approach; Teacher Responsibility; Teamwork; Team Teaching; Disabilities; Faculty Development; Interpersonal Communication + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerkooperation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Allgemein bildendes Schulwesen; Allgemeinbildung; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Inklusion; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Beobachtung; Classification system; Klassifikation; Klassifikationssystem; Themenzentrierter Unterricht; Lehrverpflichtung; Teamteaching; Handicap; Behinderung; Interpersonale Kommunikation
Abstract	This study was based on the need for additional research to explore the nature of collaborative teaching experiences in the K-12 education setting. For that reason, this study was designed to examine the experiences and perceptions of special education and regular education teachers with respect to inclusion and the perceptions of these teachers about working together as a collaborative community. Cooperative, or collaborative, teaching and inclusion formed the conceptual framework for this intrinsic case study. The experiences and perceptions of six special education, six general education, and one lead teacher regarding their collaborative relationships with one another, and overall co-teaching experiences, were gathered. Data were collected through interviews and observations and analyzed by sorting and summarizing responses and categorizing the responses thematically. Findings were based on patterns identified in teacher responses and included a need for shared instructional responsibilities and ongoing communication, as well as for more planning time and professional development. Teachers also indicated that there were benefits of co-teaching for students with disabilities, including increased self-esteem and improved academic achievement. The positive social implications resulting from the findings include improvement of educational outcomes for students with disabilities resulting from the co-teaching process, as well as indicators of support for co-teaching for both general and special needs students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10