Evidence-Based Strategies, Co-Teaching, and Students with High-Incidence Disabilities

Autor/in	Merideth, Cassandra Jean
Titel	Evidence-Based Strategies, Co-Teaching, and Students with High-Incidence Disabilities
Quelle	(2023), (147 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Concordia University Chicago
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3719-9238-3
Schlagwörter	Hochschulschrift; Dissertation; Evidence Based Practice; Educational Strategies; Teaching Methods; Teacher Collaboration; Students with Disabilities; Incidence; Science Education; Social Sciences; Secondary Education; Team Teaching; Science Achievement + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerkooperation; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Vorkommen; Naturwissenschaftliche Bildung; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Sekundarbereich; Teamteaching
Abstract	This was a qualitative case study design that used a questionnaire with semi-structured open-ended questions regarding the use of evidence-based strategies in co-taught settings with students who have high-incidence disabilities. The purpose of this study was to determine what strategies were being used by co-teachers in science and social science settings secondary level. A secondary purpose was to determine if those strategies were being used at overall grade levels and in all science and social science co-taught classrooms. During this study, the researcher discovered evidence-based strategies implemented in co-taught settings with students who have high-incidence disabilities. The intent of the study was to improve the achievement of students with high-incidence disabilities in co-taught environments. The review of the literature indicated the need for which evidence-based interventions being supported in the science and social science settings. Lastly, the literature review showed a discrepancy where evidence-based strategies were being used in the science and social science co-taught environments. [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	2024/1/01