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A Qualitative Exploration Of Teacher Perceptions Within Co Taught Classrooms
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Book Synopsis A Qualitative Exploration of Teacher Perceptions Within Co-Taught Classrooms by : Matthew Roehrig
Download or read book A Qualitative Exploration of Teacher Perceptions Within Co-Taught Classrooms written by Matthew Roehrig and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: As schools continue to expand educational access to students and to provide a free and appropriate education to all students, regardless of ability, many have adopted co-teaching as the means by which they achieve these goals. Many studies have been conducted to explore the potential benefits of co-teaching for students. Previous studies have also examined the relationship between teacher perceptions and student performance. This study seeks to explore the relationship between co-teaching and teacher perceptions; thereby identifying ways in which co-teaching can be practiced that foster positive teacher perceptions and high levels of student achievement. The purpose of this qualitative phenomenology study is to explore co-teaching and the perspectives of teachers who are involved in it. The focus of this study is on teacher perceptions relating to 1) roles within their co-teaching partnerships 2), and relationships with students 3) the benefits of inclusion. Data was obtained through the use of semi-structured interviews and a focus group.
Book Synopsis Co-teaching and Teacher Perceptions of Co-teaching Relationships by : Kelly JP. Cole
Download or read book Co-teaching and Teacher Perceptions of Co-teaching Relationships written by Kelly JP. Cole and published by . This book was released on 2020 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative case study was to investigate the training and implementation of co-taught classrooms at secondary schools in Southeastern Pennsylvania. Studies have advocated the use of this special education intervention at the elementary levels; however, little research has demonstrated its effectiveness at the secondary levels. The research design chosen for this case study was qualitative (Creswell, 2015). The rationale for using this design was that it offers the ability to evaluate co-teaching practices as it relates to classroom environment and perceptions of co-teachers on the secondary level. Qualitative data was collected through Likert scale statements, open-ended questions posed in a survey, and interview questions conducted by an independent researcher (Creswell, 2015). The primary purpose of exploring the implementation of co-teaching methods at the secondary levels was to determine the inclusive models and strategies teachers use, and to evaluate the co-teaching practices as it relates to classroom environment and the perceptions of co-teaching relationships of secondary educators. A discussion regarding these findings and limitations will follow the presentation of the data.
Book Synopsis Funds of Knowledge by : Norma Gonzalez
Download or read book Funds of Knowledge written by Norma Gonzalez and published by Routledge. This book was released on 2006-04-21 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: The concept of "funds of knowledge" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents "how to do school" although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education.
Book Synopsis Student Perceptions of Co-teaching by : Matthew Lersch
Download or read book Student Perceptions of Co-teaching written by Matthew Lersch and published by . This book was released on 2012 with total page 61 pages. Available in PDF, EPUB and Kindle. Book excerpt: Co-teaching is one of the most popular models for supporting students with disabilities in general education classrooms. In spite of this, there is a paucity of research on student perceptions of co-teaching. The purpose of this qualitative study was to investigate student perceptions of co-teaching in a high school biology classroom. Over nine weeks, data was collected from students in a co-taught and traditional classroom through observations and focus groups. Qualitative content analysis identified three themes and eight categories which highlight student perceptions of co-teaching. Themes and categories that emerged were: 1) Environment which included the categories of availability of help, students feeling supported and normalcy of the classroom, 2) Instruction which included student engagement, lesson activity and teacher(s) role(s) and, 3) Relationships which included relationships between teacher(s) and student(s) and parity between teachers. Information from the study deepens researchers' and practitioners' understanding of how students perceive co-teaching and provide new avenues for future research and best practices.
Book Synopsis The Effects of Targeted Professional Development and Teachers' Attitudes in Co-taught Classrooms by : Kristin Kowalczyk Johnson
Download or read book The Effects of Targeted Professional Development and Teachers' Attitudes in Co-taught Classrooms written by Kristin Kowalczyk Johnson and published by . This book was released on 2021 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative phenomenological study was to explore the perception and lived experiences of general education teachers and special education teachers in a co-taught classroom. The study looks at the effects of targeted professional development and teachers' attitudes in co-taught classrooms at the high school level in Pennsylvania. This study is framed by the following research questions: (a) How do general education and special education teachers describe the essences of their experiences with co-teaching? (b) How do the attitudes of general education teachers and special education teachers affect the co-teaching environment at the high school level? and (c) Can a Professional Learning Community (PLC) focused on co-teaching strategies improve the perceptions of teachers toward one another and the roles each plays in the classroom? The conceptual framework that provides a foundation for this study is based on the researcher's experience over the past 17 years as a special educator in the co-teaching classroom. Looking through a social constructivist lens, the three streams that form the foundation for the current research include: legislation, effective co-teaching models, and strategies within a co-taught classroom. For the qualitative research, three dual certified teachers, twelve general education teachers, and six special education teachers participate in interviews, xii focus groups, journaling, and observations. Once data are collected, transcriptions explore themes of the lived experiences of all the general education teachers and special education teachers within the co-taught classroom. Keywords: Co-teaching, professional development, inclusion, special education, general education, professional learning community
Book Synopsis Co-teaching and Collaboration by : Janine S. Fisk
Download or read book Co-teaching and Collaboration written by Janine S. Fisk and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to explore perceptions of teacher competency among cooperating teachers and teacher candidates using co-teaching models. The high stakes of standardized testing and teacher effectiveness have added to the demands of educators in the field and the knowledge and skills required of novice teacher candidates. Utilizing co-teaching strategies during student teaching experiences embeds relationship building and true collaboration into the teaching experience. At first glance, co-teaching appears to be an added demand, however, as this qualitative study reveals co-teaching strategies provide extra support for the classroom teacher, greater pupil learning gains, and teacher candidates who are more competent and prepared to enter the field of education. This multi-case study provides the opportunity for readers to examine the role of co-teaching in a classroom setting and analyze the pros and cons of this teaching philosophy, evaluate the role of relationship building and collaboration in an educational setting, and analyze data findings and apply them to continued research in education.
Book Synopsis Teachers Use and Perceptions of the Impact of Response to Intervention (RTI) on Co-teaching at the Secondary Level in General Education Classrooms by : Hawazen Ahmad Alasiri
Download or read book Teachers Use and Perceptions of the Impact of Response to Intervention (RTI) on Co-teaching at the Secondary Level in General Education Classrooms written by Hawazen Ahmad Alasiri and published by . This book was released on 2019 with total page 227 pages. Available in PDF, EPUB and Kindle. Book excerpt: When working together, Response to Intervention (RTI) and co-teaching can serve the needs of teachers and their students in a duet that Murawski and Hughes (2009) called "a logical combination for successful systematic change" (p. 267). According to the U.S. Department of Education, the number of students with disabilities, ages 6-21, who spent most of the school day in general classrooms in regular schools increased from 33% in 1990 to 62% in 2014 (U.S. Department of Education, 2016). With twice as many students with disabilities attending general education classrooms today, it is essential that all stakeholders in the education field gain a deep understanding of teaching and learning in inclusive classrooms. Today, co-teaching allows two professional, certified teachers to work together, sharing the responsibility of delivering instruction for all students in general classrooms, including students with special needs, using flexible approaches to meet individuals' needs (Friend, 2008). Response to Intervention (RTI) is a three-tiered identification and support system designed to meet the needs of all students by providing "quality differentiated instruction" (Villa & Thousand, 2011). Together, co-teaching and RTI can create an effective environment for students with different needs. In part, co-teaching serves as an ideal method for putting RTI into action. Often, research on co-teaching focuses on teacher roles and responsibilities. It tends to overlook the impacts on student educational achievement and social development, thus, creating a gap in the literature. This phenomenological qualitative study explores teachers' use and perceptions of RTI on co-teaching in general classrooms and the benefits and barriers impacting co-teaching. It is informed by the increase of students with disabilities in general education classrooms, growing implementation of co-teaching practice, combined value of RTI and co-teaching, and lack of student-focused research on the subject.
Book Synopsis Exploration of Secondary Co-teachers' Shared Experiences Co-teaching Students with a Reading Disability by : Tiffany Parie
Download or read book Exploration of Secondary Co-teachers' Shared Experiences Co-teaching Students with a Reading Disability written by Tiffany Parie and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study was to explore how secondary co-teachers' experiences influenced their attitudes when co-teaching students with a reading disability in the co-taught classroom. A total of seven secondary co-teachers were selected to represent the population for this study. Bandura's (1977) self-efficacy theory provided the framework to synthesize co-teachers' perceptions of their experiences influencing their attitudes and self-efficacy when teaching students with a specific learning disability in reading. An interview protocol was the sole basis for the data collection instrument. This study sought to explore how secondary co-teachers describe their experiences in the co-teaching classroom, influencing their perceptions of their attitudes when co-teaching students with a specific learning disability in reading. The phenomenological method ensured that the lived experiences of the phenomenon were discussed in depth to uncover the details of the co-teachers' descriptions of their experiences influencing their attitudes toward teaching students with a reading disability. The three research questions aligned with Bandura's (1977) self-efficacy theory of mastery experiences and vicarious experiences guided the interview questions. The co-teachers' descriptions were coded and organized into seven themes and 13 sub-themes. The emerging themes provided two recommendations for practice in supporting co-teachers' experiences in the co-teaching classroom to allow better outcomes for secondary students with a reading disability. The key findings from this study may contribute to educational research by raising awareness of secondary co-teachers' perceptions of their experiences influencing their attitudes toward teaching students with a reading disability.
Book Synopsis The Perceptions and Experiences of General and Special Education Teachers Toward Co-teaching by : Sandra L. Hock
Download or read book The Perceptions and Experiences of General and Special Education Teachers Toward Co-teaching written by Sandra L. Hock and published by . This book was released on 2018 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many schools have begun implementing co-teaching involving a general and special education teacher working collaboratively together within a classroom to deliver instruction to all students within a general education classroom environment. This trend has shown progression over the last 20 years with the implementation of the Individuals with Disabilities Act (IDEA) in 2004, and No Child Left Behind (NCLB) in 2001. The purpose of this qualitative study was to research the results of studies at the elementary, middle and high school levels on the perceptions and experiences of general and special education teachers on the implementation of co-teaching and determine how these perceptions and experiences relate to implementing successful co-teaching models. Factors that will be reviewed as a part of this study are: experience, perceptions, professional development, and administrator support. The research was completed in three phases: distribution of a Likert Co-Teaching Survey, Semi-Structured Interviews and a prototype Case Study. The prototype case study was conducted in a large suburban unit school district about 50 miles west of Chicago, Illinois. The overall community population is 31,832 with a median household income of $102,987 (U.S. Census Bureau, 2014). The student population of the district is 18,209 making it the 7th largest school district in the state of Illinois. The general and special education participants in this prototype case study were from one elementary school located within the district. The review of literature supports that the perceptions of general and special education teachers have a profound impact on the success of co-teaching (Gokdere, 2012), sustains the need for adequate and on-going professional development (Austin, 2001; Cook & Friend, 1995; Cramer & Nevin 2006; Danmore & Murray 2009; Friend, 2000, 2007; Idol, 2006; Scruggs, 2007), and support the need for positive administrative support for a successful co-teaching program.
Book Synopsis Co-Teaching in Higher Education by : Daniel Jarvis
Download or read book Co-Teaching in Higher Education written by Daniel Jarvis and published by University of Toronto Press. This book was released on 2017-01-01 with total page 273 pages. Available in PDF, EPUB and Kindle. Book excerpt: Cover -- Copyright -- Contents -- Figures and Tables -- Contributors -- Introduction -- 1"Dialogue and Team Teaching -- 2"Complex Collaborations: Co-Creating Deep Interdisciplinarity for Undergraduates -- 3"Undisciplined Debate: Coursing through Dialogue -- 4"Forming ICE in Pre-Service Teacher Education -- 5"From Shafts to Drifts: Collaborating to Strengthen Integrated Teaching and Learning -- 6"Visual Art and Mathematics Integration: An Interdisciplinary Co-Teaching Experience -- 7"Co-Teaching in Undergraduate Education: Capacity Building for Multiple Stakeholders -- 8"Co-Teaching and Co-Assessment in a Geometry Course for In-Service Teachers -- 9"Co-Teaching in Graduate Education -- 10"Coda: From Theory to Co-Practice in Higher Education -- Index
Book Synopsis Perceptions of Co-teaching in Secondary Inclusion Classrooms by : Tori Renee Hill
Download or read book Perceptions of Co-teaching in Secondary Inclusion Classrooms written by Tori Renee Hill and published by . This book was released on 2020 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined secondary teacher and administrator perceptions of co-teaching practices as they relate to preservice and in-service training. In this mixed-methods study, general education math and English teachers and special education teachers in three suburban high schools were given a survey to provide input regarding co-teaching practices in their school/district. The survey results were analyzed to determine trends of variables relating to teacher perceptions. Additionally, interviews with four administrators (three schools and one district) were conducted to correlate expectations, strengths and weaknesses, and training with the results of the teacher survey. Multiple themes emerged, which included collaboration/planning, administrative support, volunteer/willingness, training/professional development, and relationship/trust. The results of the study showed teacher preparation programs were not consistent in providing a foundation on teaching students with disabilities, and there are weaknesses in professional development for successful co-teaching practices. Analyses of both survey and interview data provide insight into co-teaching in math and English classrooms and identify possible implications for the district’s co-teaching practices.
Book Synopsis Teachers' Perceptions of the Effectiveness of Co-teaching Models by : Michael Bair
Download or read book Teachers' Perceptions of the Effectiveness of Co-teaching Models written by Michael Bair and published by . This book was released on 2011 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative research study was conducted in a middle class, suburban school district. The purpose of this study was to identify co-teacher perceptions of the co-teaching model. This study was designed to elicit perceptions of general and special education teachers in co-teaching partnerships concerning the impact of student performance, which models of co-teaching improve student performance, and the essential factors needed for co-teaching. Instruments used for data collection included a Likert-scale survey, semi-structured interview questions, and benchmark assessments. There were 23 participants that volunteered to complete both the pre and post surveys and 12 co-teachers that completed semi-structured interview questions. The results from this study indicated the majority of co-teachers believed both general and special education students have benefited from the co-teaching model. Co-teachers also identified the necessary factors that must be in place for co-teaching models they use on a regular basis and which models they believed improved student performance.
Book Synopsis Early Career Teachers' Perceptions of Their Preparation for and InitialExperiences in Co-Taught Classrooms by : Cynthia Thrasher Shamberger
Download or read book Early Career Teachers' Perceptions of Their Preparation for and InitialExperiences in Co-Taught Classrooms written by Cynthia Thrasher Shamberger and published by . This book was released on 2010 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many general education and special education teachers report being unprepared for the challenges of serving students with disabilities in the general education classroom (Kloo & Zigmond, 2008; Rea & Connell, 2005) and lacking skills necessary for co-teaching and collaborating within the school community (Grant & Gillette, 2006; Little & Theiker, 2009). The purpose of this study was to survey general and special education teachers (n=149), who were recent graduates of one teacher education program in the southeastern Unites States, on their perceptions of the effectiveness of their teacher education program in preparing them to co-teach. Variables included area of certification, years of experience, co-teaching experience and personal demographics along with descriptions of the extent that co-teaching was perceived to have been discussed, modeled, observed, and coached during the teacher education program and later practiced in classroom settings. Most participants were female, taught at the elementary level, held a bachelor's degree, and had three or less years of teaching experience. Results indicated many graduates had some orientation to co-teaching and perceived the teacher education program as relatively effective in preparing them to co-teach. However, data suggest variation in the amount of exposure to co-teaching preparation, field experiences, and subsequent skill attainment for co-teaching across the program. Additionally, implementation of co-teaching practices varied among participants, as did experiences and satisfaction with the co-teaching model. These findings may inform the teacher education program in future decision making to benefit future teacher candidates by providing enhanced course content and field experiences that focus more directly on acquisition of co-teaching knowledge and skills. [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.].
Book Synopsis Getting in Collaborative Gear by : Annie Michaelian
Download or read book Getting in Collaborative Gear written by Annie Michaelian and published by . This book was released on 2017 with total page 464 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Guide to Co-Teaching by : Richard A. Villa
Download or read book A Guide to Co-Teaching written by Richard A. Villa and published by Corwin Press. This book was released on 2013-01-04 with total page 281 pages. Available in PDF, EPUB and Kindle. Book excerpt: Your go-to guide for co-teaching! When you and a co-teacher bring together your individual skill sets and strategies, you'll create a more enjoyable, creative, and productive teaching experience—with more effective outcomes for students. Featuring updated research and case studies, this brand-new edition of the go-to guide profiles the supportive, parallel, complementary, and team-teaching approaches to co-teaching. New features include: Updated discussions of co-teaching in the RTI process New explorations of the roles of paraprofessionals, administrators, and even students New lesson plans linked to the Common Core and technology Forms and tools for establishing trust, improving communication, and planning
Book Synopsis Teachers' Perceptions of the Impact of Collaboration on the Effectiveness of Co-teaching by : Angela M. Hughes
Download or read book Teachers' Perceptions of the Impact of Collaboration on the Effectiveness of Co-teaching written by Angela M. Hughes and published by . This book was released on 2019 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the perceptions of regular education teachers and special education teachers related to the impact of collaboration on the effectiveness of co-teaching. Participants included K-8 regular education teachers and special education teachers employed by one school district in southeastern Pennsylvania. Thirty-four teacher participants, 19 regular education teachers and 15 special education teachers, participated in a researcher designed online survey consisting of demographic questions, 37 Likert questions and four open-ended questions. Seven participants answered researcher designed interview questions. Both regular education teachers and special education teachers acknowledged student success in the co-taught classroom that provided an environment where all student needs could be met through individualization and differentiation. Regular education teachers and special education teachers concurred that there was a need for common planning time and professional development opportunities; however, the findings indicated that there were inconsistencies with designated common planning time and a lack of professional development activities. Both participant groups also indicated a need for program evaluation related to co-teaching. Regular education teachers' perceptions largely aligned with the special education teachers'; however, some discrepancies were identified regarding training opportunities, as well as the lack of clarity between the expectations of regular education teachers and special education teachers.
Book Synopsis Teachers' Perceptions of Co-teaching by : Tyler Marshall Long
Download or read book Teachers' Perceptions of Co-teaching written by Tyler Marshall Long and published by . This book was released on 2012 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: Co-teaching has been developed as an instructional approach to support students with disabilities in general education classrooms. Co-teaching as an instructional method has been found to be one effective solution for how schools can effectively provide an individualized education for students with disabilities, within the least restrictive environment, in order for them to meet the standards of No Child Left Behind. This study was conducted to examine the academic and social benefits of co-teaching for students with special needs. The researcher examined what teachers perceive co-teaching to be and how those teachers are implementing the model based on their personal beliefs. Participants in this study included four teachers, two general education and two special education teachers, with an average of 11.25 years of total teaching experience. Data was collected from surveys, observations, and a review of attendance records and discipline referrals. WESTEST results were also examined to see if the effectiveness of the co-teaching method concerning student achievement in the content areas of reading and math. This study found that from an academic standpoint, special needs students can successfully retain content material from participating in the co-taught classroom, particularly in the subjects of math and reading. Socially, the researcher found that the attendance and behavior of special needs students did improve as well. Based on this studies results, co-teaching appears to be an effective instructional option for meeting the social and academic needs of students with disabilities.
