A Study of the Perceptions of Stakeholders on the Effectiveness of Co-Teaching in a Special Education Classroom

Autor/in	Berger, Marcia G.
Titel	A Study of the Perceptions of Stakeholders on the Effectiveness of Co-Teaching in a Special Education Classroom
Quelle	(2013), (165 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3035-1565-1
Schlagwörter	Hochschulschrift; Dissertation; Special Education; Special Education Teachers; Stakeholders; Instructional Effectiveness; Mixed Methods Research; Data Analysis; Interviews; Educational Benefits; Self Esteem; Student Satisfaction; Scores; Academic Achievement; Outcomes of Education; Team Teaching; Florida + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Unterrichtserfolg; Auswertung; Interviewing; Interviewtechnik; Bildungsertrag; Self-esteem; Selbstaufmerksamkeit; Schulleistung; Lernleistung; Schulerfolg; Teamteaching
Abstract	School districts are required to provide special education students with the same education benefits available to other students at their grade level, but meeting the needs of special education students continues to be challenging as most programs provide only one teacher rather than seeking the expertise of content area specialists. Co-teaching classrooms are designed to assist special education students to effectively transition between high school and adult life. The theoretical foundation for the study included social learning theory and constructivist learning theory. Research questions focused on the stakeholders' perceptions of the effectiveness of the co-teaching environment relating to benefits in curriculum and learning, social and emotional behavior, communication, and independent functioning. Using a mixed-method research design with a sequential explanatory strategy, data were analyzed to determine the effectiveness of the co-teaching classroom experience through the eyes of the stakeholders. Key findings from both the quantitative survey and qualitative interviews indicated that stakeholders' views were positive regarding the benefits of the co-teaching classroom overall, reflecting gains in self-confidence, self-esteem, and school satisfaction. Florida Alternate Assessment test score results support these findings, with students in co-teaching classrooms performing better academically. One recommendation for practice is that parents, as stakeholders, need to be better informed as partners in their child's education. A significant implication from this study is that the co-teaching classroom may be a more-than-acceptable alternative to the self-contained classroom for students with special needs. [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