Coteachers' Attitudes and Perceptions of Coteaching Strategies on Increasing Academic Achievement

Autor/in	Ohaya, Ngozi Chidinma
Titel	Coteachers' Attitudes and Perceptions of Coteaching Strategies on Increasing Academic Achievement
Quelle	(2014), (292 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3036-5981-2
Schlagwörter	Hochschulschrift; Dissertation; Disabilities; Team Teaching; Regular and Special Education Relationship; Cognitive Processes; Difficulty Level; Program Evaluation; Teacher Attitudes; Teaching Methods; Mixed Methods Research; Coding; Interviews; Correlation; Training; Faculty Development; Academic Achievement; Statistical Significance + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Handicap; Behinderung; Teamteaching; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Programme evaluation; Programmevaluation; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Codierung; Programmierung; Interviewing; Interviewtechnik; Korrelation; Ausbildung; Schulleistung
Abstract	Meeting the goal of increasing academic achievement for students with disabilities in general education classes remains a challenge in the research district's high schools. Coteachers need to know if the teaching strategies of Project Instruction, Collaboration, and Environment, known as Project ICE, are effective in addressing the problem of poor academic achievement by students with disabilities. Involving the special and general education coteachers in this evaluation of Project ICE offered them an opportunity to provide feedback and make contributions toward program improvement. Cognitive load theory, which governs instruction and learning, formed the conceptual framework for the study. The central research question for this program evaluation investigated coteachers' attitudes and perceptions of using Project ICE coteaching strategies to increase the academic achievements of students with disabilities. This project study used a mixed-method, concurrent design to survey (n = 70) and interview (n = 8) high school coteachers. A Pearson correlation was used to examine the relationship between coteaching strategies and academic achievement. The interview data on coteaching approaches and challenges were analyzed by coding and identifying themes. Analyses revealed a statistically significant moderate positive relationship between coteaching strategies and academic achievement, and the coteachers primarily perceived that continuous training will improve Project ICE coteaching strategies. These findings resulted in the design of a professional development training project. This training will facilitate positive social change by improving coteachers' instructional effectiveness to increase the academic achievement of students with disabilities in the school district. [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	2020/1/01