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High School General Education Teache...

Ball, Brandi.

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High School General Education Teachers as Co-teachers, Collaborators, and Co-learners with Special Education Teachers: A Phenomenological Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	High School General Education Teachers as Co-teachers, Collaborators, and Co-learners with Special Education Teachers: A Phenomenological Study./
作者:	Ball, Brandi.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	184 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-10, Section: A.
Contained By:	Dissertations Abstracts International81-10A.
標題:	Secondary education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27831495
ISBN:	9798641782775

High School General Education Teachers as Co-teachers, Collaborators, and Co-learners with Special Education Teachers: A Phenomenological Study.
Ball, Brandi.

High School General Education Teachers as Co-teachers, Collaborators, and Co-learners with Special Education Teachers: A Phenomenological Study. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 184 p.

Source: Dissertations Abstracts International, Volume: 81-10, Section: A.

Thesis (Ed.D.)--University of La Verne, 2020.

This item must not be sold to any third party vendors.

High School General Education Teachers as Co-Teachers, Collaborators, and Co-Learners With Special Education Teachers: A Phenomenological StudyPurpose. The purpose of this phenomenological study was to explore general education teachers' perceptions regarding co-teaching and what they identify as successful co-teaching experiences. The study explored general education teachers' perceptions regarding the impact that co-teaching has had on their ability to address individual student needs and their perceptions of student achievement and ability in the general education classroom. Methodology. A phenomenological design was used to explore the experiences of general education teachers who have co-taught with a special education teacher in a secondary content area class. The researcher interviewed a purposeful sampling of 6 teachers. The researcher utilized Patton's (2015) steps of the phenomenological process including epoche; phenomenological bracketing and theme analysis; imaginative variation, textural portrayal, and structural synthesis; and synthesis and essence. An expert panel, pilot interviews, researcher journal, and respondent validation were utilized to establish credibility.Findings. Transcripts were reviewed several times to develop 32 initial codes from participant interviews. Ten formulated meanings were constructed from the significant statements, and 4 themes emerged. The 4 themes were explained and backed up with all the significant statements from the interviews. Finally, the essence of the co-teaching experience of the teachers was described.Conclusion. The results of the study support the key themes as elements for successful co-teaching and teacher perceptions. The key themes included professional development and training, collaboration and the co-teaching partnership, awareness of and ability to address student needs, and perception of student ability and achievement. Recommendations. Co-teaching with a general education teacher and a special education teacher in a secondary content area class can help teachers be more aware of student needs and how to address them and increase positive teacher perception of student ability and achievement when equitable practices are implemented. Future research should be conducted involving more participants, more sites, and with secondary schools within unified districts in which co-teaching is implemented at younger grade levels and 9-12 only districts. Future research should also be conducted with teachers prior to, during, and after co-teaching. The findings of this phenomenological study offer suggestions to successfully implement co-teaching at the secondary level to increase student access to courses and increase teacher awareness of student needs and their ability to address them.

ISBN: 9798641782775Subjects--Topical Terms:

2122779
Secondary education.
Subjects--Index Terms:

Co-teaching

High School General Education Teachers as Co-teachers, Collaborators, and Co-learners with Special Education Teachers: A Phenomenological Study.
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