Feasible Interventions: Bridging the Gap between Co-Teachers

Autor/in	Jarvis, Michael A.
Titel	Feasible Interventions: Bridging the Gap between Co-Teachers
Quelle	(2014), (125 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3038-5589-4
Schlagwörter	Hochschulschrift; Dissertation; Intervention; Feasibility Studies; Teaching Methods; Team Teaching; Teacher Collaboration; Teaching Models; Academic Achievement; Special Education Teachers; Group Dynamics; Middle School Teachers; Teacher Attitudes; Positive Attitudes; Teacher Role; Cooperative Planning; Educational Philosophy; Time Perspective; Teacher Responsibility; Personality; Case Studies + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teaching method; Lehrmethode; Unterrichtsmethode; Teamteaching; Lehrerkooperation; Lehrmodell; Schulleistung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Gruppendynamik; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Lehrerverhalten; Lehrerrolle; Bildungsphilosophie; Erziehungsphilosophie; Zeitbezug; Lehrverpflichtung; Personalität; Case study; Fallstudie; Case Study
Abstract	The purpose of this case study was to gain a deeper understanding of the perceptions of the feasibility of employing the five models of co-teaching (Friend & Cook, 1995) through the co-teachers' experience and how this affected both the relationship between co-teachers and student outcomes. This research addressed a literature gap not previously scrutinized regarding the feasibility of implementing the five co-teaching models with the specific design of having the aforementioned roles distinguished between co-teachers. The results of the study confirm the previous research that found the need for co-teachers to have common planning time, parity, comparable personalities, and/or philosophies and identified roles and responsibilities. The literature suggested that if the previous elements were not in place for co-teachers then it would be likely that the special education teacher would have a submissive role in the co-teaching approach. The results of this case study indicate that the overall co-teaching experience was perceived as positive for both special education and general education teachers and students at Smith Middle School. The results of the study suggested that the focus on skills and strategies was a good starting point for co-teachers. The identified roles gave a focus for the co-teachers to work from rather than employing the various models without any direction. This helped translate into the special education teacher gaining credibility with the general educator co-teacher. [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