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Record identifier : 569533
Personal Name - Primary Intelectual Responsibility : Reese, Tammy L
Title and statement of responsibility : Measuring co-teaching collaboration effectiveness among secondary general and special educators: Assessing needs in an inclusive, urban environment [Thesis]
Publication, Distribution,Etc. : Capella University, 2008
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D
Body granting the degree : , Capella University
Summary or Abstract : Faced with the challenges of meeting the needs of all students while simultaneously complying with state and federal regulations, many school districts have implemented an inclusion model, utilizing coteaching among special and general educators as a method of instructional delivery. While there are many benefits for both special and general education students that stem from inclusion, these have the potential to be lost if the co-teachers are not optimally collaborating engaging in reflective, co-generative conversations, equitably sharing the classroom space, and having collective responsibilities. When an entire school district thrusts teachers into a co-teaching model, the teachers may need to engage in transformational learning to adjust to the new teaching environment. In this study, the researcher developed and implemented a needs-assessment, the Collaborative Co-Teaching Needs Assessment Survey, for a medium-sized urban district with high levels of poverty, high drop out rates, high percentages of students having special needs, and low graduation rates, at the conclusion of the first year of implementing district wide coteaching in its secondary schools. The study was conducted in three phases: Phase 1, Construct Determination; Phase 2, Instrument Development and Validation; and, Phase 3, Needs Assessment Implementation and Analyses in accordance with a Human Performance Improvement framework and build upon the concepts of transformational learning, emotional intelligence competencies, and differentiating instruction. The results indicate that the current coteaching model requires modification to environmental and systemic structures in order to positively impact all three of the concepts assessed, in addition to providing more training for teachers and administrators and promoting a culture of learning across the district..
Topical Name Used as Subject : Adult education
: Special education
: Secondary education
Information of biblio record : TL
 
 
 
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