Collaborative Instruction and the Academic Performance of Students with Disabilities

Autor/in	McDonald, Elaine
Titel	Collaborative Instruction and the Academic Performance of Students with Disabilities
Quelle	(2014), (210 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3038-7975-3
Schlagwörter	Hochschulschrift; Dissertation; Disabilities; Inclusion; Attitude Measures; Teacher Attitudes; General Education; Special Education Teachers; Suburban Schools; High Schools; Teacher Collaboration; Team Teaching; Regular and Special Education Relationship; Teaching Methods; Qualitative Research; Case Studies; Observation; Interviews; Teacher Competencies; Faculty Development; Academic Ability + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Handicap; Behinderung; Inklusion; Lehrerverhalten; Allgemein bildendes Schulwesen; Allgemeinbildung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; High school; Oberschule; Lehrerkooperation; Teamteaching; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Case study; Fallstudie; Case Study; Beobachtung; Interviewing; Interviewtechnik; Lehrkunst
Abstract	Federal legislations require that students with disabilities be included as full participants in the general education curriculum. Many of these students enter the high school collaborative instruction classroom with different levels of competence, yet are held to the same standards and expectations as nondisabled peers. Using purposeful sampling technique and guided by Vygotsky's sociocultural theory, the current study examined the perspectives of 10 general and special education inclusion teachers at a South Atlantic State suburban high school. The school, one of the largest in the district, catered to the needs of 3,005 culturally diverse students in Grades 9 through 12. The research questions guided an exploration of general and special education teachers' perspectives about collaborative teaching in the high school inclusive classroom, the effects of collaborative teaching on the academic performance of students with disabilities, and collaborative pedagogical strategies that general and special education teachers consider to be most effective in the inclusion classroom. The data for this qualitative case study were generated through formal analysis of themes emerging from data collected through observations, interviews, and documents. The findings revealed that teachers had positive views about collaborative instructions and the academic performance of students with disabilities. The findings also indicated that teachers received no training or guidelines. To address that gap, a training manual was designed to address those deficiencies, and strengthen teachers' effectiveness. This manual may increase students' academic performance and promote positive social change for all stakeholders. [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