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ERIC Number: ED526939
Record Type: Non-Journal
Publication Date: 2009
Pages: 142
Abstractor: As Provided
ISBN: ISBN-978-1-1097-5610-4
Perceptions among Special Education Teachers, General Education Teachers, and School Administrators Relative to Collaborative Teacher Practices and Definition of Collaboration in High Schools in an Urban School District
Gregory, Shalonda W.
ProQuest LLC, Ed.D. Dissertation, Spalding University
Collaboration is an essential part of schools today and is key to the progress of special education. Despite the importance of collaboration in education, national and state standards boards have yet to provide a clear and concise definition. Neglecting to clearly define what collaboration in education is seems to cause a wedge in collaborative relationships between special education and general education teachers due to inconsistencies in collaborative practices. The purpose of this study was to examine the nature of collaborative practices between special education and general education teachers, and to determine if there are differences between the beliefs and actual perceived circumstances of the nature of collaboration with high schools. Two forms of inferential statistics were conducted to analyze these data: ANOVA and "t"-tests. ANOVA test compared the mean for the survey as well as the mean for each question subgroup to determine if there was a difference among the respondents. A battery of "t"-tests examined if there was a difference between the respondents beliefs and perceived actual circumstances about collaborative practices. The ANOVA test results indicated there was not sufficient evidence to suggest a difference among the responses for each group, conversely the "t"-test did. The results indicated there was sufficient evidence to suggest there was a difference among special education teachers', general education teachers', and administrators' beliefs and perceived actual circumstances were different. This research implies a need for a more concise definition of collaboration, increased planning time for special and general education teachers, and professional development. [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:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A