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Narratives of special education co-t...

Starling, Cristy Nicole Brown.

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Narratives of special education co-teachers in secondary mathematics inclusive settings.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Narratives of special education co-teachers in secondary mathematics inclusive settings./
作者:	Starling, Cristy Nicole Brown.
面頁冊數:	309 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
Contained By:	Dissertation Abstracts International77-09A(E).
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10103702
ISBN:	9781339672601

Narratives of special education co-teachers in secondary mathematics inclusive settings.
Starling, Cristy Nicole Brown.

Narratives of special education co-teachers in secondary mathematics inclusive settings. - 309 p.

Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.

Thesis (Ph.D.)--Mercer University, 2016.

The literature often depicts special education co-teachers as assistants to the general education co-teacher (Keefe & Moore, 2004; Magiera, Smith, Zigmond, & Gebauer, 2005; Murawski & Swanson, 2001; Scruggs, Mastropieri, & McDuffie, 2007; Walsh & Jones, 2004) due to the inequity of roles of special education and general education teachers in the co-taught inclusive classroom. This inequity is more apparent in secondary mathematics classrooms, where the content is more specified (Magiera et al., 2005). Although depicted as subordinates, a number of special education co-teachers serve instead as instructional leaders in the co-taught mathematics inclusive classroom. This narrative inquiry explored the experiences of special education co-teachers who have become instructional leaders in the classroom. Using the lens of Mezirow's (1978) transformative learning theory, this study investigated special education co-teachers' transformation into instructional leaders. During semistructured interview sessions utilizing Wengraf s (2001) biographical narrative interview method (BNIM), special education teachers recounted their co-teaching experiences. Parts of their narratives provided evidence of the phases of transformative learning---disorienting dilemma, critical reflection, dialectical discourse, and reflective action. Deconstruction and subsequent reconstruction of their narratives highlighted the phases of transformative learning.

ISBN: 9781339672601Subjects--Topical Terms:

516579
Education.

Narratives of special education co-teachers in secondary mathematics inclusive settings.
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500 $a Adviser: Jeffrey Hall.
502 $a Thesis (Ph.D.)--Mercer University, 2016.
520 $a The literature often depicts special education co-teachers as assistants to the general education co-teacher (Keefe & Moore, 2004; Magiera, Smith, Zigmond, & Gebauer, 2005; Murawski & Swanson, 2001; Scruggs, Mastropieri, & McDuffie, 2007; Walsh & Jones, 2004) due to the inequity of roles of special education and general education teachers in the co-taught inclusive classroom. This inequity is more apparent in secondary mathematics classrooms, where the content is more specified (Magiera et al., 2005). Although depicted as subordinates, a number of special education co-teachers serve instead as instructional leaders in the co-taught mathematics inclusive classroom. This narrative inquiry explored the experiences of special education co-teachers who have become instructional leaders in the classroom. Using the lens of Mezirow's (1978) transformative learning theory, this study investigated special education co-teachers' transformation into instructional leaders. During semistructured interview sessions utilizing Wengraf s (2001) biographical narrative interview method (BNIM), special education teachers recounted their co-teaching experiences. Parts of their narratives provided evidence of the phases of transformative learning---disorienting dilemma, critical reflection, dialectical discourse, and reflective action. Deconstruction and subsequent reconstruction of their narratives highlighted the phases of transformative learning.
520 $a Findings revealed special education co-teachers experienced disorienting dilemmas pertaining to the expectations of co-teaching, critically reflected on ways to build relationships, participated in dialectical discourse with other special education co-teachers to discuss ways to learn and teach mathematics, and engaged in reflective action to integrate themselves into the role of instructional leader. Findings also confirmed the cyclic nature of transformative learning. Recommendations for future studies include: (a) a longitudinal study of the transformative learning process of a novice special education co-teacher, (b) studying co-teachers' professional development using Bandura's (1997) self-efficacy theory or Lave and Wenger's (2006) communities of practice, (c) and replication of this study including co-teachers of different ethnicity, ages, and gender. As co-teaching has become the norm in most school districts, understanding how these special education co-teachers become instructional leaders can provide a means to help other special education co-teachers become instructional leaders in the classroom, thus improving the practice of co-teaching and increasing the academic achievement of students with and without disabilities.
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