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Self-Perceived Teacher Attitudes about Inclusion and the Implementation of Co-teaching Models in the Elementary School Classroom.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Self-Perceived Teacher Attitudes about Inclusion and the Implementation of Co-teaching Models in the Elementary School Classroom./
Author:	Haimowitz, Bradford Spencer.
Description:	1 online resource (223 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
Subject:	Special education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355847482

Self-Perceived Teacher Attitudes about Inclusion and the Implementation of Co-teaching Models in the Elementary School Classroom.
Haimowitz, Bradford Spencer.

Self-Perceived Teacher Attitudes about Inclusion and the Implementation of Co-teaching Models in the Elementary School Classroom. - 1 online resource (223 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.)--Caldwell University, 2018.

Includes bibliographical references

In the last 20 years, the inclusion of students with special needs in general education classrooms has become the norm in schools. Students with special needs are now legally ensured access to a standards-driven education while receiving the special services that they are entitled (Brinkmann & Twiford, 2012). School leaders have implemented co-teaching models in order provide these special services in general education classrooms. Co-teaching is defined as two teachers, one general education and one special education, delivering instruction to a diverse group of students in a single space (Cook & Friend, 1995). In this collaboration, teachers can successfully deliver co-taught instruction through the six co-teaching models. The six models are one teach, one observe, station teaching, parallel teaching, alternative teaching, teaming, and one teach, one assist. Research has shown that teacher attitudes toward co-teaching have an effect on the day-to-day implementation of co-teaching. This dissertation examined the factors of years of teaching experience, grade level taught, and feelings about professional development to determine factors that influenced general and special education teacher attitudes and implementation. Additionally, the perspectives of principals and teachers evaluations were analyzed in order to triangulate the data. Through quantitative and qualitative data, years of experience teaching and grade level taught were not found to influence the attitudes of co-teachers. However, a lack of common planning time, scheduling issues, personality differences with co-teachers, and insufficient professional development did appear to influence co-teaching. Finally, general and special education teachers viewed professional development differently, which influenced their attitudes and implementation.

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

Mode of access: World Wide Web

ISBN: 9780355847482Subjects--Topical Terms:

567627
Special education.
Index Terms--Genre/Form:

554714
Electronic books.

Self-Perceived Teacher Attitudes about Inclusion and the Implementation of Co-teaching Models in the Elementary School Classroom.
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