Co-Teaching: An Influence on Teacher Growth Mindset and Student Academic Achievement

Autor/in	Goldstein, Lori
Titel	Co-Teaching: An Influence on Teacher Growth Mindset and Student Academic Achievement
Quelle	(2023), (149 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, St. John's University (New York)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-4170-9
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Teachers; Special Education Teachers; Suburban Schools; Team Teaching; Elementary School Students; Academic Achievement; Teacher Attitudes; Individual Development; World Views; Regular and Special Education Relationship; Coaching (Performance) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Teamteaching; Schulleistung; Lehrerverhalten; Individuelle Entwicklung; World view; Weltanschauung
Abstract	Co-teaching is an instructional strategy for pairing special education and general education teachers to provide specially designed instruction to students with disabilities in general education settings. Instructional coaching is a professional development model that can provide co-teachers with additional strategies to effectively educate special and general education students in their classes. This type of professional development can also influence co-teacher perceptions and mindsets about co-teaching. This study examined the relationships between co-teacher instructional coaching and co-teacher growth mindsets. This mixed methods study, utilizing an explanatory sequential design, analyzed the relationship between instructional coaching and co-teacher perceptions of growth mindset. Special education and general education co-teachers (grades k - 8) from a suburban school district located in the northeastern United States participated in this study. This study examined the growth mindsets of co-teachers to determine if differences existed between co-teachers who have received instructional coaching and those who have not. This study provides school administrators with information about the mindsets of co-teachers, allowing administrators to consider instructional coaching as a vehicle for changing teachers' mindsets and for improving the academic achievement of special education students. [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