NotesFAQContact Us
Search Tips
ERIC Number: ED524231
Record Type: Non-Journal
Publication Date: 2010
Pages: 108
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1243-4459-1
Teachers' Perceptions of Co-Teaching in a Southern Rural County
King, Kelly E.
ProQuest LLC, Ed.D. Dissertation, Walden University
Examining teacher perceptions of the co-teaching model is the purpose and the central research question of the proposed study. Co-teaching is characterized by two teachers instructing general and special education students within the same classroom. Literature indicates the need for professional development to support this diverse group of learners. However because little is known about the perceptions teachers have about co-teaching, professional development is difficult to design. The project was based in a rural school district with five elementary schools, 162 elementary teachers and 24 elementary special education teachers. The study used a purposeful sample of 15 general and special education teachers from four elementary schools involved in co-teaching. Research questions consist of determining teachers' perceptions of co-teaching and establishing the advantages and disadvantages of co-teaching. Data were collected by interviewing co-teachers using questions based on current literature and evaluated by professional special educators for content validity. Transcribed interviews were coded and analyzed to determine teacher perceptions of the co-teaching model. Findings showed that most teachers had positive experiences with co-teaching and wanted to continue the model, and viewed special education students as benefiting from the higher standards of the inclusion classroom. Data also showed that more guidance and training would greatly benefit the co-teaching teams as well as the students. An action plan was developed to provide teacher training needs. Social change implications include successful integration of handicapped students into inclusion settings through enhanced professional development and delivery of the co-teaching model. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A