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Exploration of Secondary Co-Teachers' Shared Experiences Co-Teaching Students With a Reading Disability : = A Phenomenological Study.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Exploration of Secondary Co-Teachers' Shared Experiences Co-Teaching Students With a Reading Disability :/
Reminder of title:	A Phenomenological Study.
Author:	Parie, Tiffany.
Description:	1 online resource (171 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-07, Section: A.
Contained By:	Dissertations Abstracts International85-07A.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9798381427325

Exploration of Secondary Co-Teachers' Shared Experiences Co-Teaching Students With a Reading Disability : = A Phenomenological Study.
Parie, Tiffany.

Exploration of Secondary Co-Teachers' Shared Experiences Co-Teaching Students With a Reading Disability :A Phenomenological Study. - 1 online resource (171 pages)

Source: Dissertations Abstracts International, Volume: 85-07, Section: A.

Thesis (Ed.D.)--Arkansas State University, 2023.

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381427325Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Co-teachersIndex Terms--Genre/Form:

554714
Electronic books.

Exploration of Secondary Co-Teachers' Shared Experiences Co-Teaching Students With a Reading Disability : = A Phenomenological Study.
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