ERIC Number: ED569638
Record Type: Non-Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: N/A
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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Descriptors: Teacher Attitudes, Teacher Collaboration, Team Teaching, Instructional Effectiveness, Models, Qualitative Research, Action Research, Disabilities, Interviews, Elementary School Teachers, Secondary School Teachers, General Education, Special Education Teachers, Regular and Special Education Relationship, Data Analysis, Academic Achievement, Student Development, Comprehension, Scores, Individualized Instruction, Educational Benefits, Educational Planning, Time Management, Interpersonal Relationship
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; Secondary Education
Authoring Institution: N/A
Identifiers - Location: Ohio