The Two Faces Of Education: Educators' And Administrators' Perspectives On Collaboration And Co-teaching

<p>This phenomenological study investigated the experiences and perceptions of special education teachers, general education teachers, and administrators on inclusion, collaboration, and co- teaching in supporting the academic and behavioral growth of all students. The following themes were identified: (a) individual definition of collaboration, (b) school leader training, (c) support and feedback from administration, (d) teachers’ and principals’ perceptions, (e) student achievement, and (f) participants’ knowledge base of co-teaching models. The findings indicate that although co-teaching and inclusion has become common practice and educators generally believe in its virtues, there are some persistent difficulties based on limiting beliefs about students with disabilities, teacher roles and knowledge base, administrative support and understanding, and issues of respect and parity. Recommendations for systemic change are included.</p>

Name thesis:degree_name

Ed.D. Doctor of Education

Level thesis:degree_level

Dissertation - Public Access

Discipline thesis:degree_discipline

Disability and Equity in Education

Year dc:date.available

2019

Author dc:creator

• Penny, Lisa

Contributors dc:contributor

• Dr. Terry Smith
• Dr. Kathy Kotel
• Dr. Todd Price

• Collaboration
• Coteaching
• Special educators
• General educators
• and Administration
• Disability and Equity in Education
• Special Education and Teaching
• Teacher Education and Professional Development

Repository record dc:identifier

https://digitalcommons.nl.edu/diss/359

OAI identifier oai:identifier

oai:digitalcommons.nl.edu:diss-1387