The perceptions of principals and special education teachers were analyzed to determine most frequently utilized co-taught models in the classroom and the most critical supports a principal can provide to the co-taught classroom. The participants were given a modified version of the Principal Inclusion Survey originally developed by Praisner (2003). A mixed methods approach utilizing descriptive methods and the Creswell Spiral (1998) as the qualitative interpretation measure.
","abstract_html":"<p>The perceptions of principals and special education teachers were analyzed to determine most frequently utilized co-taught models in the classroom and the most critical supports a principal can provide to the co-taught classroom. The participants were given a modified version of the Principal Inclusion Survey originally developed by Praisner (2003). A mixed methods approach utilizing descriptive methods and the Creswell Spiral (1998) as the qualitative interpretation measure.</p>","abstract_has_math":false,"creators":["Langley, Michael Todd"],"institution":null,"degree_name":"Doctor of Education in Educational Leadership (Ed.D.)","degree_level":"Dissertation (restricted to Georgia Southern)","degree_discipline":"Department of Leadership, Technology, and Human Development","degree_department":null,"school":null,"contributors":["Lina Soares","Teri Ann Melton"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-01-01T08:00:00Z","date_published":"2015-01-01T08:00:00Z","updated_at":"2026-07-24T02:28:22Z","subjects":["ETD","Inclusion","Special Education","Co-Teaching","Special Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/1226","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Lina Soares","Teri Ann Melton"]},{"key":"dc:creator","label":"Author","values":["Langley, Michael Todd"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2015-04-14T07:00:00Z"]},{"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 Educational Leadership (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","Inclusion","Special Education","Co-Teaching","Special Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd/1226"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The perceptions of principals and special education teachers were analyzed to determine most frequently utilized co-taught models in the classroom and the most critical supports a principal can provide to the co-taught classroom. The participants were given a modified version of the Principal Inclusion Survey originally developed by Praisner (2003). A mixed methods approach utilizing descriptive methods and the Creswell Spiral (1998) as the qualitative interpretation measure.
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