Co-teaching (the practice in which a general education teacher and special education teacher are responsible for providing instruction to mixed ability groups of students in the regular classroom setting) requires each teacher to share in the teaching process and therefore be held accountable for instruction of all students (Friend, Reising, and Cook, 1993). Six models of collaborative teaching (co-teaching) are offered by researchers to aid educators in facilitating instruction to exceptional students, and Georgia's state agencies provide training in these models to educators throughout the state. In research, the models of co-teaching often fail to be applied in practice (Murawski and Swanson, 2001). In Georgia, there is no current research available that describes the characteristics of co-teaching partnerships between trained special education and general education teachers in schools consistently making adequate yearly progress with their students with disabilities. The present study was a multiple case study examination of trained co-teaching partners in two successful schools. Findings in this study resulted in the emergence of a newly proposed model, One Teach- One Adapt, to highlight the significant contribution of differentiation and flexibility in facilitating instruction to students. This study is significant in that the descriptions of the co-teachers' experiences may influence how educational leaders support co-teachers' efforts in meeting the achievement expectations of exceptional students.
","abstract_html":"<p>Co-teaching (the practice in which a general education teacher and special education teacher are responsible for providing instruction to mixed ability groups of students in the regular classroom setting) requires each teacher to share in the teaching process and therefore be held accountable for instruction of all students (Friend, Reising, and Cook, 1993). Six models of collaborative teaching (co-teaching) are offered by researchers to aid educators in facilitating instruction to exceptional students, and Georgia's state agencies provide training in these models to educators throughout the state. In research, the models of co-teaching often fail to be applied in practice (Murawski and Swanson, 2001). In Georgia, there is no current research available that describes the characteristics of co-teaching partnerships between trained special education and general education teachers in schools consistently making adequate yearly progress with their students with disabilities. The present study was a multiple case study examination of trained co-teaching partners in two successful schools. Findings in this study resulted in the emergence of a newly proposed model, One Teach- One Adapt, to highlight the significant contribution of differentiation and flexibility in facilitating instruction to students. This study is significant in that the descriptions of the co-teachers' experiences may influence how educational leaders support co-teachers' efforts in meeting the achievement expectations of exceptional students.</p>","abstract_has_math":false,"creators":["Reynolds, Mona"],"institution":null,"degree_name":"Doctor of Education in Education Administration (Ed.D.)","degree_level":"Dissertation (restricted to Georgia Southern)","degree_discipline":"Department of Leadership, Technology, and Human Development","degree_department":null,"school":null,"contributors":["Charles Reavis","Barbara Mallory","n/a"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-01-01T08:00:00Z","date_published":"2010-01-01T08:00:00Z","updated_at":"2026-07-24T02:26:52Z","subjects":["ETD","Co-teaching","Instructional effectiveness","Leadership","Research based practices","Student achievement","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/419","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Charles Reavis","Barbara Mallory","n/a"]},{"key":"dc:creator","label":"Author","values":["Reynolds, Mona"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2013-08-07T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Leadership, Technology, and Human Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (restricted to Georgia Southern)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Education Administration (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","Co-teaching","Instructional effectiveness","Leadership","Research based practices","Student achievement","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd/419"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Co-teaching (the practice in which a general education teacher and special education teacher are responsible for providing instruction to mixed ability groups of students in the regular classroom setting) requires each teacher to share in the teaching process and therefore be held accountable for instruction of all students (Friend, Reising, and Cook, 1993). Six models of collaborative teaching (co-teaching) are offered by researchers to aid educators in facilitating instruction to exceptional students, and Georgia's state agencies provide training in these models to educators throughout the state. In research, the models of co-teaching often fail to be applied in practice (Murawski and Swanson, 2001). In Georgia, there is no current research available that describes the characteristics of co-teaching partnerships between trained special education and general education teachers in schools consistently making adequate yearly progress with their students with disabilities. The present study was a multiple case study examination of trained co-teaching partners in two successful schools. Findings in this study resulted in the emergence of a newly proposed model, One Teach- One Adapt, to highlight the significant contribution of differentiation and flexibility in facilitating instruction to students. This study is significant in that the descriptions of the co-teachers' experiences may influence how educational leaders support co-teachers' efforts in meeting the achievement expectations of exceptional students.
"]},{"key":"dc:title","label":"Title","values":["A Multiple Case Study of the Co-Teaching Practices of Trained Educators in Two Successful Schools"]}]}],"canonical_facts":{"dc:contributor":["Charles Reavis","Barbara Mallory","n/a"],"dc:creator":["Reynolds, Mona"],"dc:date.available":["2013-08-07T07:00:00Z"],"dc:description.abstract":["Co-teaching (the practice in which a general education teacher and special education teacher are responsible for providing instruction to mixed ability groups of students in the regular classroom setting) requires each teacher to share in the teaching process and therefore be held accountable for instruction of all students (Friend, Reising, and Cook, 1993). Six models of collaborative teaching (co-teaching) are offered by researchers to aid educators in facilitating instruction to exceptional students, and Georgia's state agencies provide training in these models to educators throughout the state. In research, the models of co-teaching often fail to be applied in practice (Murawski and Swanson, 2001). In Georgia, there is no current research available that describes the characteristics of co-teaching partnerships between trained special education and general education teachers in schools consistently making adequate yearly progress with their students with disabilities. The present study was a multiple case study examination of trained co-teaching partners in two successful schools. Findings in this study resulted in the emergence of a newly proposed model, One Teach- One Adapt, to highlight the significant contribution of differentiation and flexibility in facilitating instruction to students. This study is significant in that the descriptions of the co-teachers' experiences may influence how educational leaders support co-teachers' efforts in meeting the achievement expectations of exceptional students.
"],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd/419"],"dc:subject":["ETD","Co-teaching","Instructional effectiveness","Leadership","Research based practices","Student achievement","Education"],"dc:title":["A Multiple Case Study of the Co-Teaching Practices of Trained Educators in Two Successful Schools"],"thesis:degree_discipline":["Department of Leadership, Technology, and Human Development"],"thesis:degree_level":["Dissertation (restricted to Georgia Southern)"],"thesis:degree_name":["Doctor of Education in Education Administration (Ed.D.)"]},"updated_at":"2026-07-24T02:26:52Z"}