A Comparison of Perceptions from High School Students with and without Disabilities about Their Science Co-Teaching Experiences

Autor/in	Preston-Smith, Shantha
Titel	A Comparison of Perceptions from High School Students with and without Disabilities about Their Science Co-Teaching Experiences
Quelle	(2015), (216 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, George Mason University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3395-3255-4
Schlagwörter	Hochschulschrift; Dissertation; Comparative Analysis; High School Students; Disabilities; Science Instruction; Science Teachers; Statistical Analysis; Questionnaires; Student Attitudes; Qualitative Research; Team Teaching + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Handicap; Behinderung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Statistische Analyse; Fragebogen; Schülerverhalten; Qualitative Forschung; Teamteaching
Abstract	This study investigated similarities and differences in perceptions of high school students with and without disabilities who received science instruction from co-teachers. Disproportionate stratified sampling was used to select students from 17 co-taught science classes in two high schools located in the South Atlantic region of the United States. Students completed the Co-Teacher Student Questionnaire (CTSQ), which had 25 Likert-type statements and three open-response queries. Students designated their perceptions of which co-teacher completed specific tasks or roles, their level of agreement with statements about the co-teaching instruction, and their perceptions of which co-teaching model was used the most. Independent sample t-test and chi-square analyses were used to compare responses on the CTSQ from students with and without disabilities. Qualitative analyses were used to code responses for open-response queries. Results indicated statistical significance between students with and without disabilities for six items on the Co-Teacher Student Questionnaire. Seventy percent of students without disabilities indicated One Teach, One Observe or Drift was the co-teaching model used the most, whereas 45% of students with disabilities selected this model. Other similarities and differences are described, along with implications for future research. [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