國立虎尾科技大學 |

Co-teaching in Inclusion Classrooms : = An Investigation of Secondary Inclusion Practices.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Co-teaching in Inclusion Classrooms :/
其他題名:	An Investigation of Secondary Inclusion Practices.
作者:	Keene, Margaret Erin.
面頁冊數:	1 online resource (142 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
Contained By:	Dissertation Abstracts International79-12A(E).
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9780438145139

Co-teaching in Inclusion Classrooms : = An Investigation of Secondary Inclusion Practices.
Keene, Margaret Erin.

Co-teaching in Inclusion Classrooms :An Investigation of Secondary Inclusion Practices. - 1 online resource (142 pages)

Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.

Thesis (Ed.D.)--Gardner-Webb University, 2018.

Includes bibliographical references

This study was an investigation of co-teaching and inclusion practices at the secondary level. In the explanatory sequential mixed-methods study, regular education co-teachers as well as special education co-teachers offered insights by their participation in a survey and focus groups. This study investigated co-teacher perceptions of inclusion and how their perceptions of inclusion and co-teaching influenced the extent of teacher use of elements of Dr. Friend's co-teaching models. The study also investigated and identified the needs of co-teachers.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438145139Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

Co-teaching in Inclusion Classrooms : = An Investigation of Secondary Inclusion Practices.
LDR:03399ntm a2200373Ki 4500 001 919776
005 20181129120548.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780438145139
035 $a (MiAaPQ)AAI10813459
035 $a (MiAaPQ)gardnerw:10777
035 $a AAI10813459
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Keene, Margaret Erin. $3 1194421
245 1 0 $a Co-teaching in Inclusion Classrooms : $b An Investigation of Secondary Inclusion Practices.
264 0 $c 2018
300 $a 1 online resource (142 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
500 $a Adviser: Jennifer Putnam.
502 $a Thesis (Ed.D.)--Gardner-Webb University, 2018.
504 $a Includes bibliographical references
520 $a This study was an investigation of co-teaching and inclusion practices at the secondary level. In the explanatory sequential mixed-methods study, regular education co-teachers as well as special education co-teachers offered insights by their participation in a survey and focus groups. This study investigated co-teacher perceptions of inclusion and how their perceptions of inclusion and co-teaching influenced the extent of teacher use of elements of Dr. Friend's co-teaching models. The study also investigated and identified the needs of co-teachers.
520 $a Co-teaching is defined as "two or more professionals delivering substantive instruction to a diverse, or blended, group of students in a single space" (Cook & Friend, 1995, p. 1). The development and implementation of co-teaching came as a response to the 1990 revision of the Individuals with Disabilities Education Act and the requirement that students be educated in the Least Restrictive Environment (Shoulders & Krei, 2016). Co-teaching has allowed students with disabilities the opportunity to be supported by an additional teacher as they are educated in regular education classrooms alongside their typically developing peers (Hang & Rabren, 2009). If teacher attitudes and perceptions in the area of inclusion and co-teaching can be identified and articulated and those perceptions can be brought to the attention of principals and district personnel, the learning and instruction of all students in inclusion classrooms may be impacted.
520 $a This study found that both regular and special education co-teachers had a favorable view of co-teaching and inclusion. They agreed that it is effective, and co-teaching provided more instructional intensity than teaching alone. This study also found that while One Teach/One Assist was the most used co-teaching model, Team Teaching was identified as the most ideal model for effective co-teaching. In addition, co-teachers cited content knowledge of co-teachers, compatibility of co-teachers, common planning, positive perspectives of inclusion, and training as needs for successful co-teaching.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Education. $3 555912
650 4 $a Secondary education. $3 1179560
650 4 $a Disability studies. $3 809395
655 7 $a Electronic books. $2 local $3 554714
690 $a 0515
690 $a 0533
690 $a 0201
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Gardner-Webb University. $b School of Education. $3 1186380
773 0 $t Dissertation Abstracts International $g 79-12A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10813459 $z click for full text (PQDT)