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ERIC Number: ED549136
Record Type: Non-Journal
Publication Date: 2012
Pages: 130
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2673-4641-4
Inclusive High School Educational Practice in a Suburban County in Maryland from the Perspective of Teachers and Administrators
Thurmond, Maria
ProQuest LLC, Ph.D. Dissertation, Capella University
This qualitative study investigated how teachers' and administrators' attitudes and perceptions about collaborative teaching affect the practice of inclusion. The study is based on the theory that attitudes and perceptions of those involved in the practice of education are critical to its success. The research questions were open-ended questions that specifically evaluated teachers' perceptions about critical factors that lead to success in collaborative teaching, preparation and approaches that are helpful and challenging in guiding collaborative teaching, administrative support for collaborative teaching, and gauging the success of collaborative team teaching. The sample for this study included four collaborative teaching pairs comprised of one highly qualified licensed special education teacher and one licensed general education teacher and the local school administrator assigned to monitor the collaborative team in two high schools in suburban Maryland. The county, the school, and the teachers were all considered to be highly successful in the education of students with disabilities. The major findings of the study were that teacher perceived common planning, provision of engaging technology, and utilization of differentiated instruction are requirements for success of students in the collaborative setting. Additionally, all participants agreed that utilization of a nonteaching department chair to support collaborative teaching practices increased success for student in the collaborative setting. Finally, all administrative participants indicated that a successful collaborative team affects the outcomes of students on standardized tests, as well as the amount of student engagement and the behavior of the student in the classroom. These findings imply that the success of the students in the collaborative setting is perceived by the teachers and administrator as a function of the team's ability to work together and the support of the local school administration. The findings from this study can be utilized to guide special education administration in the implementation of collaborative team 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:]
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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
Identifiers - Location: Maryland