{"id":{"repo_id":"rowan","oai_identifier":"oai:rdw.rowan.edu:etd-1125"},"canonical_url":"https://search.dev.ndltd.org/etd/rowan/oai:rdw.rowan.edu:etd-1125","repository":{"repo_id":"rowan","name":"Rowan University","base_url":"https://rdw.rowan.edu/do/oai/"},"display":{"title":"Inclusive co-teaching in the secondary schools: a study in sustainable change","abstract":"The purpose of this action research project was to change the current implementation of inclusion and co-teaching in the secondary grades at one school in southern New Jersey. Through professional development, establishing core communication strategies, and the development of a common lesson plan template for each teaching partner, teachers were provided with the opportunity to use survey data and participatory action research to develop a new model for inclusive co-teaching that integrated best practices and established cohesion and clarity among co-teaching partners. The data were collected through surveys, interviews, observations, discussions, and reflective journals. The first conclusion was that teacher's negative perceptions of co-teaching did not deter them from wanting to try to work collaboratively in co-teaching partnership. The second conclusion was that teachers needed to learn about best practices models through in-service training in order to be able to implement them effectively. The third conclusion was that establishing a protocol for effective communication is a necessary step in establishing effective co-teaching partnerships. The fourth conclusion was that the researcher's leadership style had a positive effect on the core study group's ability to affect change of the inclusive co-teaching model in a secondary school. Overall, this study uncovered inaccurate teacher perceptions of co-teaching partners, the need for administrative support and professional development for co-teaching partner to become and remain effective pairs, and a strong need to develop and maintain effective communication within the co-teaching partnerships. Included in the implications of this study was a need for co-teaching partners in secondary schools to generalize lesson planning procedures in order to utilize common planning time more effectively and efficiently.","abstract_html":"The purpose of this action research project was to change the current implementation of inclusion and co-teaching in the secondary grades at one school in southern New Jersey. Through professional development, establishing core communication strategies, and the development of a common lesson plan template for each teaching partner, teachers were provided with the opportunity to use survey data and participatory action research to develop a new model for inclusive co-teaching that integrated best practices and established cohesion and clarity among co-teaching partners. The data were collected through surveys, interviews, observations, discussions, and reflective journals. The first conclusion was that teacher's negative perceptions of co-teaching did not deter them from wanting to try to work collaboratively in co-teaching partnership. The second conclusion was that teachers needed to learn about best practices models through in-service training in order to be able to implement them effectively. The third conclusion was that establishing a protocol for effective communication is a necessary step in establishing effective co-teaching partnerships. The fourth conclusion was that the researcher's leadership style had a positive effect on the core study group's ability to affect change of the inclusive co-teaching model in a secondary school. Overall, this study uncovered inaccurate teacher perceptions of co-teaching partners, the need for administrative support and professional development for co-teaching partner to become and remain effective pairs, and a strong need to develop and maintain effective communication within the co-teaching partnerships. Included in the implications of this study was a need for co-teaching partners in secondary schools to generalize lesson planning procedures in order to utilize common planning time more effectively and efficiently.","abstract_has_math":false,"creators":["Sirolli, Marnee"],"institution":null,"degree_name":"Ed.D. Educational Leadership","degree_level":"Dissertation","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Kuder, S Jay"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-09-14T07:00:00Z","date_published":"2011-09-14T07:00:00Z","updated_at":"2026-07-24T04:12:56Z","subjects":["Teaching teams; Inclusive education","Elementary and Middle and Secondary Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/126","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Kuder, S Jay"]},{"key":"dc:creator","label":"Author","values":["Sirolli, Marnee"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-03-03T19:58:41Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. 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Through professional development, establishing core communication strategies, and the development of a common lesson plan template for each teaching partner, teachers were provided with the opportunity to use survey data and participatory action research to develop a new model for inclusive co-teaching that integrated best practices and established cohesion and clarity among co-teaching partners. The data were collected through surveys, interviews, observations, discussions, and reflective journals. The first conclusion was that teacher's negative perceptions of co-teaching did not deter them from wanting to try to work collaboratively in co-teaching partnership. The second conclusion was that teachers needed to learn about best practices models through in-service training in order to be able to implement them effectively. The third conclusion was that establishing a protocol for effective communication is a necessary step in establishing effective co-teaching partnerships. The fourth conclusion was that the researcher's leadership style had a positive effect on the core study group's ability to affect change of the inclusive co-teaching model in a secondary school. Overall, this study uncovered inaccurate teacher perceptions of co-teaching partners, the need for administrative support and professional development for co-teaching partner to become and remain effective pairs, and a strong need to develop and maintain effective communication within the co-teaching partnerships. Included in the implications of this study was a need for co-teaching partners in secondary schools to generalize lesson planning procedures in order to utilize common planning time more effectively and efficiently."]},{"key":"dc:title","label":"Title","values":["Inclusive co-teaching in the secondary schools: a study in sustainable change"]}]}],"canonical_facts":{"dc:contributor":["Kuder, S Jay"],"dc:creator":["Sirolli, Marnee"],"dc:date.available":["2020-03-03T19:58:41Z"],"dc:description.abstract":["The purpose of this action research project was to change the current implementation of inclusion and co-teaching in the secondary grades at one school in southern New Jersey. Through professional development, establishing core communication strategies, and the development of a common lesson plan template for each teaching partner, teachers were provided with the opportunity to use survey data and participatory action research to develop a new model for inclusive co-teaching that integrated best practices and established cohesion and clarity among co-teaching partners. The data were collected through surveys, interviews, observations, discussions, and reflective journals. The first conclusion was that teacher's negative perceptions of co-teaching did not deter them from wanting to try to work collaboratively in co-teaching partnership. The second conclusion was that teachers needed to learn about best practices models through in-service training in order to be able to implement them effectively. The third conclusion was that establishing a protocol for effective communication is a necessary step in establishing effective co-teaching partnerships. The fourth conclusion was that the researcher's leadership style had a positive effect on the core study group's ability to affect change of the inclusive co-teaching model in a secondary school. Overall, this study uncovered inaccurate teacher perceptions of co-teaching partners, the need for administrative support and professional development for co-teaching partner to become and remain effective pairs, and a strong need to develop and maintain effective communication within the co-teaching partnerships. Included in the implications of this study was a need for co-teaching partners in secondary schools to generalize lesson planning procedures in order to utilize common planning time more effectively and efficiently."],"dc:identifier":["https://rdw.rowan.edu/etd/126"],"dc:subject":["Teaching teams; Inclusive education","Elementary and Middle and Secondary Education Administration"],"dc:title":["Inclusive co-teaching in the secondary schools: a study in sustainable change"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D. Educational Leadership"]},"updated_at":"2026-07-24T04:12:56Z"}