Strategies to Address Barriers to Successful Co-Teaching in Grades K-12 in South Mississippi

Autor/in	McDill, Traci Michelle
Titel	Strategies to Address Barriers to Successful Co-Teaching in Grades K-12 in South Mississippi
Quelle	(2023), (100 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, William Carey University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-5502-7
Schlagwörter	Hochschulschrift; Dissertation; Team Teaching; Regular and Special Education Relationship; Rural Schools; Public Schools; Elementary School Teachers; Secondary School Teachers; Special Education Teachers; Teacher Attitudes; Educational Strategies; Barriers; Mississippi + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teamteaching; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Public school; Öffentliche Schule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrerverhalten; Lehrstrategie
Abstract	Co-teaching is the instructional practice in which general education teachers and special education teachers work together to provide instruction to students with and without disabilities in the general education classroom. The purpose of this study was to identify the barriers that co-teachers in Grades K-12 face in implementing effective instruction, according to the co-teachers' perceptions. The mixed-methods study examined the perceptions on barriers to co-teaching held by co-teachers working in Grades K-12 in a rural public school district in south Mississippi. The questionnaire gathered statistical data about general education and special education teachers' perceptions regarding barriers to co-teaching and possible strategies to overcome those identified barriers. Approximately 67 teachers participated in the study. The study explored general education teachers' and special education teachers' perceptions on time for planning, effective pairing of co-teaching partners, professional development opportunities, and administrator support of trainings. The findings from this study identified time for planning, training specific to co-teaching, and increased communication between partnered teachers as strategies to overcome barriers hindering successful co-teaching. [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