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ERIC Number: EJ1134796
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Student and Teacher Perceptions of the Five Co-Teaching Models: A Pilot Study
Burks-Keeley, Randa G.; Brown, Monica R.
Journal of the American Academy of Special Education Professionals, p149-185 Fall 2014
The potential benefits of co-teaching for students with disabilities are numerous, but more research is needed to ascertain the effectiveness of and preferences toward the current models. The purpose of this study was to (1) investigate student and teacher perceptions regarding the five co-teaching models (i.e., One Teach/One Assist, Station Teaching, Parallel Teaching, Alternative Teaching, and Team Teaching) as outlined, and (2) compare teacher and student perceptions to determine the impact on learning and teaching behaviors (i.e., classroom management, teaching model, confidence, engagement, learning, motivation, behavior, differentiated instruction, teacher authority, and work requirements). The results indicated that students and teachers perceive differences among the five co-teaching models and applies statistical data to previous findings that the one teach/one assist co-teaching model is ineffective.
Descriptors: Student Attitudes, Teacher Attitudes, Special Education, Statistical Analysis, Team Teaching, Pilot Projects, Disabilities, Comparative Analysis, Mainstreaming, Teaching Models, School Districts, Surveys, Likert Scales, Junior High School Students
American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: firstname.lastname@example.org; Web site: http://www.aasep.org
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Junior High Schools; Secondary Education; Middle Schools
Authoring Institution: N/A
Grant or Contract Numbers: N/A