Developing Coteaching Relationships in K-12 Inclusive Classrooms: A Grounded Theory Study

Autor/in	Howard, Michele Annjanette
Titel	Developing Coteaching Relationships in K-12 Inclusive Classrooms: A Grounded Theory Study
Quelle	(2019), (153 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4387-7689-0
Schlagwörter	Hochschulschrift; Dissertation; Team Teaching; Correlation; Teacher Attitudes; Elementary Secondary Education; Inclusion; Grounded Theory; Learning Disabilities; Special Education Teachers; Regular and Special Education Relationship; Special Needs Students; Learning Experience; Partnerships in Education; Self Efficacy + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teamteaching; Korrelation; Lehrerverhalten; Inklusion; Learning handicap; Lernbehinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Sonderpädagogischer Förderbedarf; Lernerfahrung; Hochschulpartnerschaft; Self-efficacy; Selbstwirksamkeit
Abstract	There has been a significant rise in children diagnosed with learning disabilities over the last decade. Children who have disabilities were moved from segregated learning settings to inclusion model classrooms with coteaching implemented as a way for special education teachers and general education teachers to service the needs of these children. The research question posed was "How do coteachers describe and reflect upon their learning experiences while collaborating on behalf of students in K-12 inclusion classrooms?" This study examined the relationship between general education and special education coteachers, the learning experiences shared while working together, and the pedagogical perspectives of the coteachers. Using personal interview and journal entries from coteachers, this study utilized the Charmaz model of constructive grounded theory to investigate the research question. Nine current coteachers in the Southeastern region of the United States participated in the study when data saturation was achieved. Coding using constant comparison was used to analyze the data. Guided by the theoretical background of the social cognitive theory, a four-stage model emerged: Formation of Partnership, Efficacy of Self, Collective Efficacy of Partnership, and Mutually Striving for Betterment. Although presented as an initial stage model, the coteaching relationship evolves, and as it does, the stages can be viewed as cyclical. Evidence of a shift in pedagogical thought emerged as a learning experience when the coteachers participated in the inclusion classroom. [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