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ERIC Number: ED550610
Record Type: Non-Journal
Publication Date: 2012
Pages: 128
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2678-9207-2
The Ability of Seventh-Grade Language Arts Teachers' Training, Experience, Willingness to Teach in Inclusion Classrooms, and Perceptions toward Co-Teaching Inclusion to Predict TCAP and TCAP MAAS Performance of Students with Disabilities
Miller, Laurie E.
ProQuest LLC, Ed.D. Dissertation, Union University
The purpose of this study was to investigate if and how teacher's years of experience and perceptions toward co-teaching impacted the success or failure of the students with disabilities in the co-teaching environment. Another purpose was to determine if teacher experience had any significant impact on teacher perceptions about co-teaching and inclusion. This study helped to determine what variables school leaders might need to consider prior to making decisions concerning which types of teachers will be the most effective in co-teaching classrooms. A thirty-question survey instrument developed by Brenda Powell, Ed.D., was distributed to seventh-grade language arts co-teachers in five middle schools in a suburban school district in West Tennessee. This survey asked teachers in co-teaching classes to rate their perceptions of inclusionary practices using a Likert scale. The purpose of this survey was to determine a teacher's perception toward co-teaching. An average survey score was developed based on teacher responses to the questions. The teachers were also asked to include an answer to a question asking them to indicate their willingness to teach in a co-teaching class and to indicate the number of years of teaching experience that they had in the teaching profession. Students' TCAP or TCAP MAAS scores were collected for the students with disabilities who had teachers that were survey participants. The findings showed that special education teachers had higher perceptions score on the survey than regular education teachers and that these survey scores were not dependent on the number of years in the teaching profession. The results also showed that survey scores could not be used as a predictor for a teacher's willingness to co-teach. After statistical analysis, the results determined that the variables of teacher training, experience, perceptions, and willingness to teach could not be used to predict the scores of students with disabilities on the TCAP. Also, when each of the variables was analyzed individually, there was a significant relationship between the average survey scores of the teachers and the TCAP MAAS scores for the students with disabilities in the seventh-grade language arts co-teaching classes. Therefore, survey scores for the teachers could be used to predict the performance of students with disabilities on the TCAP MAAS test. [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: Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee