NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ848100
Record Type: Journal
Publication Date: 2009
Pages: 11
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-0741-9325
Urban Elementary School Teachers' Perspectives Regarding Collaborative Teaching Practices
Damore, Sharon J.; Murray, Christopher
Remedial and Special Education, v30 n4 p234-244 2009
Collaborative teaching has grown in popularity as students with disabilities have been increasingly moved to general education classrooms. Despite the growth of these models, little empirical evidence exists regarding the effectiveness of these practices. In this investigation, general and special education teachers (N = 118) from 20 urban elementary schools were surveyed regarding their perceptions of collaborative teaching. The survey instrument elicited teacher perceptions about collaboration, their views regarding inclusion, and what is needed to ensure effective collaborative teaching. Findings indicate that 92% of respondents thought that collaboration was occurring in their school but that only 57% reported use of the practices in their own classrooms. Respondents valued inclusive practices, although special educators had more positive perceptions than did general educators. The interpersonal and structural factors valued by these teachers included team processes, positive attitudes, resources, professional development, leadership, university training, accountability, shared responsibility, and communication. (Contains 5 tables and 1 figure.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois