Literaturnachweis - Detailanzeige
Autor/in | Hackett, Jacob |
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Titel | Socio-Historical Factors Mediating Collaborative Teaching and Learning: A Design-Based Investigation and Intervention |
Quelle | (2016), (243 Seiten)
PDF als Volltext Ph.D. Dissertation, University of Washington |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
ISBN | 978-1-3399-4163-9 |
Schlagwörter | Hochschulschrift; Dissertation; Teacher Collaboration; Teacher Certification; Team Teaching; Special Education; Special Education Teachers; General Education; Teaching Methods; School Districts; Intervention; Inclusion; Educational Research; Lesson Plans; Outcomes of Education; Instructional Design Thesis; Dissertations; Academic thesis; Lehrerkooperation; Teamteaching; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Allgemein bildendes Schulwesen; Allgemeinbildung; Teaching method; Lehrmethode; Unterrichtsmethode; School district; Schulbezirk; Inklusion; Bildungsforschung; Pädagogische Forschung; Lesson planning; Unterrichtsplanung; Lernleistung; Schulerfolg; Lesson concept; Lessonplan; Unterrichtsentwurf |
Abstract | Collaborative (Co-)teaching is a complex instructional delivery model used to improve teaching practice in inclusive settings. The model involves multiple certified teachers--representing both special and general education--sharing the same space and presenting material to classrooms with a wide variance in learning needs. Co-teaching has become an increasingly popular form of instructional delivery in school districts attempting to improve Inclusive Education outcomes. It also creates a unique educational space that is often challenging for teachers to navigate and for several reasons, its affordances unfulfilled. This multiyear investigation and intervention uses a Design-Based Research (DBR) approach to understand the environment of a local co-teaching team, co-design supportive tools, and implement those tools to improve practice. This investigation addresses a lack of research attending to the implementation of--and learning involved in--co-teaching practice. Multiple co-teachers participated in this collaborative project over two years. Two novel co-teaching tools were co-constructed: (1) Co-teaching Lesson Guiding and Reflecting Form, "and" (2) Collaborative Teaching and Learning Map. Local implementation of the tools as well as implications to research and practice are discussed. [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). |
Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |