Improving co-teaching through a collaborative planning process in an eastern North Carolina district

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.

Department dc:contributor.department

Educational Leadership

Grantor dc:publisher

East Carolina University

Year dc:date.issued

2017

Author dc:creator

• Keene, Patty Hardy

Advisor dc:contributor.advisor

• McDowelle, James O.

• improving co-teaching through collaborative planning

Language dc:language.iso

en

Handle dc:identifier.uri

http://hdl.handle.net/10342/6493

OAI identifier oai:identifier

oai:thescholarship.ecu.edu:10342/6493