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ERIC Number: ED554204
Record Type: Non-Journal
Publication Date: 2013
Pages: 153
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3031-5855-1
ISSN: N/A
The Effect of Learning Anxiety on Collaboration between Teachers: Implications for the Inclusion Classroom
Palmer, Felicia
ProQuest LLC, Ed.D. Dissertation, Trevecca Nazarene University
The purpose of this research was to determine the effect of learning anxiety on collaboration between co-teachers in the inclusion classroom. The researcher conducted professional learning workshops that allowed for data collection from a group of 38 co-teachers in grades PK-8. The participants were administered the State Anxiety Inventory to determine anxiety levels, the Perceptions of Co-teaching Survey to examine the collaborative teaching experience, and the Informal Co-teaching Rating Scale for Teachers and Supervisors to evaluate the effectiveness of the co-teaching process in the inclusion classroom. Mixed models ANOVAs were used to compare the two condition groups on the pre- and posttests. Results of this study indicated decrease in teachers' anxiety and supported best collaborative practices in the inclusion classroom. [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.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A