{"id":{"repo_id":"ecu","oai_identifier":"oai:thescholarship.ecu.edu:10342/6493"},"canonical_url":"https://search.dev.ndltd.org/etd/ecu/oai:thescholarship.ecu.edu:10342/6493","repository":{"repo_id":"ecu","name":"East Carolina University","base_url":"https://thescholarship.ecu.edu/server/oai/request"},"display":{"title":"Improving co-teaching through a collaborative planning process in an eastern North Carolina district","abstract":"This dissertation presents a problem of practice, small scale proof of concept focused on improving co-teaching and collaborative planning with regular and special education teachers in Hertford County, NC. The following are conclusions gained from insights developed during the project: (a) When implemented with fidelity the Co-Teaching Collaborative Planning model can be effective in classrooms in Hertford County; (b) To insure successful implementation of the model, the regular classroom teacher must relinquish control and accede to a genuine collaborative relationship, (c) The Special Educations teacher's content and curricular knowledge are enhanced through the Co-Teaching and Collaborative Planning process, and (d) Student Perceptions of the Special Education Teacher are positively changed when the Special Education Teachers becomes a fully functioning partner in a Blended Classroom.","abstract_html":"This dissertation presents a problem of practice, small scale proof of concept focused on improving co-teaching and collaborative planning with regular and special education teachers in Hertford County, NC. The following are conclusions gained from insights developed during the project: (a) When implemented with fidelity the Co-Teaching Collaborative Planning model can be effective in classrooms in Hertford County; (b) To insure successful implementation of the model, the regular classroom teacher must relinquish control and accede to a genuine collaborative relationship, (c) The Special Educations teacher's content and curricular knowledge are enhanced through the Co-Teaching and Collaborative Planning process, and (d) Student Perceptions of the Special Education Teacher are positively changed when the Special Education Teachers becomes a fully functioning partner in a Blended Classroom.","abstract_has_math":false,"creators":["Keene, Patty Hardy"],"institution":"East Carolina University","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":"Educational Leadership","school":null,"contributors":[],"advisors":["McDowelle, James O."],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-11-30","date_published":"2017-11-30","updated_at":"2026-07-24T02:13:37Z","subjects":["improving co-teaching through collaborative planning"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10342/6493","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["McDowelle, James O."]},{"key":"dc:contributor.department","label":"Department","values":["Educational Leadership"]},{"key":"dc:creator","label":"Author","values":["Keene, Patty Hardy"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2018-01-23T13:42:17Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2018-01-23T13:42:17Z"]},{"key":"dc:date.issued","label":"Date","values":["2017-11-30"]},{"key":"dc:publisher","label":"Institution","values":["East Carolina University"]},{"key":"dc:type","label":"Dc Type","values":["Doctoral Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["improving co-teaching through collaborative planning"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10342/6493"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This dissertation presents a problem of practice, small scale proof of concept focused on improving co-teaching and collaborative planning with regular and special education teachers in Hertford County, NC. 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