Co-Teacher Perceptions of Lesson Planning in the Online Scripted Math Curriculum Inclusion Classroom

Autor/in	Pollock, Joseph
Titel	Co-Teacher Perceptions of Lesson Planning in the Online Scripted Math Curriculum Inclusion Classroom
Quelle	(2017), (273 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3555-0500-9
Schlagwörter	Hochschulschrift; Dissertation; Case Studies; High Schools; Secondary School Teachers; Teacher Attitudes; Cooperative Planning; Lesson Plans; Teacher Collaboration; Grade 9; Inclusion; Regular and Special Education Relationship; Semi Structured Interviews; Observation; Documentation; Scaffolding (Teaching Technique); Teaching Methods; Training; Curriculum; Time Factors (Learning); Barriers; Professional Autonomy; Mathematics Instruction; Qualitative Research; Pennsylvania + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Case study; Fallstudie; Case Study; High school; Oberschule; Lehrerverhalten; Lesson planning; Unterrichtsplanung; Lehrerkooperation; School year 09; 9. Schuljahr; Schuljahr 09; Inklusion; Beobachtung; Dokumentation; Teaching method; Lehrmethode; Unterrichtsmethode; Ausbildung; Curricula; Lehrplan; Rahmenplan; Berufsfreiheit; Mathematics lessons; Mathematikunterricht; Qualitative Forschung
Abstract	The purpose of this qualitative single case embedded exploratory case study was to investigate high school inclusion co-teachers' perceptions of the shared planning process when developing lesson plans for "Agile Mind" (2015) and to determine how teachers work to do this within the constructs of the online scripted curriculum. The specific problem is that online scripted programs require co-teachers to provide the same materials at the same time. Data were collected from three sets of co-teachers from 9th grade inclusion math courses using the scripted math curriculum "Agile Mind" (2015) in two high schools in Eastern Pennsylvania. A general and special educator comprised a team of teachers. Data collection involved triangulated data from face-to-face semi-structured interviews, observations of lesson planning sessions between the teams of co-teachers, and a document analysis of the accompanying lesson plans guiding the lesson planning sessions. Data received from the interviews, observations, and document analyses were analyzed using NVivo 11 software and yielded beneficial information and insights that have the potential to assist co-teachers in effectively collaborating during the lesson planning process for a scripted curriculum with inclusion classes. The analysis of data identified 11 major themes: (1) Planning to preferences, (2) scaffolding the program, (3) elevated program assumptions, (4) rigid program constructs, (5) training and experience with the program, (6) dictation of pacing, (7) perceptions of scripted versus traditional curriculum, (8) knowledge of student learning levels, (9) time constraints, (10) organizational barriers to planning, and (11) autonomy. [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