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ERIC Number: ED569638
Record Type: Non-Journal
Publication Date: 2014
Pages: 90
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3039-4450-5
Do Teachers Perceive Co-Teaching as an Effective Instructional Model?
Roberson, Gregory L.
ProQuest LLC, Ed.D. Dissertation, Northern Kentucky University
This qualitative action research study examined teachers' perceptions about co-teaching and its effectiveness as an instructional model for students with disabilities. One-on-one interviews were conducted with eight elementary and secondary teachers from a medium sized school district located in Southwest Ohio that has a students' with disabilities population exceeding 24%. Four of the participants were regular education teachers and four were special education teachers assigned to elementary and secondary grades who are currently implementing co-teaching in their classrooms. Analysis of the data revealed that participants overwhelmingly perceive co-teaching to be an effective instructional model. Participants identified higher student achievement, academic growth, greater student understanding, higher test scores, and better differentiated instruction as benefits of co-teaching. Four themes emerged based on data analysis: team teaching is the most effective co-teaching strategy, co-teaching increases academic achievement, lack of planning time is a concern, and relationships are important in a co-teaching 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:]
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; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio