Laws such as The Individuals with Disabilities Act (IDEA) (1990/1997) and No Child Left Behind (2001) have emphasized a need to serve students with disabilities in the general education setting. This inclusion has prompted several models of collaborative instruction. This study investigates the current state of practice from the perspective of Co-teaching partners (general and special education teachers) and their administrators in one New Jersey School District. The foci are on perceptions of current experience, recommended collaborative practices, teacher preparation for co-teaching and administrator effectiveness of the collaborative teaching classroom. 114 teachers and 23 administrators from a mid-sized New Jersey School District were invited to participate. Based on the most significant findings of the study, a conclusion was derived that differs from the current literature. The results of this study showed a consensus between both general and special educators that the roles in a collaborative teaching partnership are a shared responsibility.
","abstract_html":"<p>Laws such as The Individuals with Disabilities Act (IDEA) (1990/1997) and No Child Left Behind (2001) have emphasized a need to serve students with disabilities in the general education setting. This inclusion has prompted several models of collaborative instruction. This study investigates the current state of practice from the perspective of Co-teaching partners (general and special education teachers) and their administrators in one New Jersey School District. The foci are on perceptions of current experience, recommended collaborative practices, teacher preparation for co-teaching and administrator effectiveness of the collaborative teaching classroom. 114 teachers and 23 administrators from a mid-sized New Jersey School District were invited to participate. Based on the most significant findings of the study, a conclusion was derived that differs from the current literature. The results of this study showed a consensus between both general and special educators that the roles in a collaborative teaching partnership are a shared responsibility.</p>","abstract_has_math":false,"creators":["Bell, Ritaanna"],"institution":null,"degree_name":"M.A. in Special Education","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Crites, Steven"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2004,"date_issued":"2004-05-17T07:00:00Z","date_published":"2004-05-17T07:00:00Z","updated_at":"2026-07-24T04:13:58Z","subjects":["Inclusive education--New Jersey; Teaching teams--New Jersey","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1107","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Crites, Steven"]},{"key":"dc:creator","label":"Author","values":["Bell, Ritaanna"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-04-20T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in Special Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Inclusive education--New Jersey; Teaching teams--New Jersey","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1107"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Laws such as The Individuals with Disabilities Act (IDEA) (1990/1997) and No Child Left Behind (2001) have emphasized a need to serve students with disabilities in the general education setting. This inclusion has prompted several models of collaborative instruction. This study investigates the current state of practice from the perspective of Co-teaching partners (general and special education teachers) and their administrators in one New Jersey School District. The foci are on perceptions of current experience, recommended collaborative practices, teacher preparation for co-teaching and administrator effectiveness of the collaborative teaching classroom. 114 teachers and 23 administrators from a mid-sized New Jersey School District were invited to participate. Based on the most significant findings of the study, a conclusion was derived that differs from the current literature. The results of this study showed a consensus between both general and special educators that the roles in a collaborative teaching partnership are a shared responsibility.
"]},{"key":"dc:title","label":"Title","values":["A study of teachers' and administrators' perceptions of collaborative teaching"]}]}],"canonical_facts":{"dc:contributor":["Crites, Steven"],"dc:creator":["Bell, Ritaanna"],"dc:date.available":["2016-04-20T07:00:00Z"],"dc:description.abstract":["Laws such as The Individuals with Disabilities Act (IDEA) (1990/1997) and No Child Left Behind (2001) have emphasized a need to serve students with disabilities in the general education setting. This inclusion has prompted several models of collaborative instruction. This study investigates the current state of practice from the perspective of Co-teaching partners (general and special education teachers) and their administrators in one New Jersey School District. The foci are on perceptions of current experience, recommended collaborative practices, teacher preparation for co-teaching and administrator effectiveness of the collaborative teaching classroom. 114 teachers and 23 administrators from a mid-sized New Jersey School District were invited to participate. Based on the most significant findings of the study, a conclusion was derived that differs from the current literature. The results of this study showed a consensus between both general and special educators that the roles in a collaborative teaching partnership are a shared responsibility.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1107"],"dc:subject":["Inclusive education--New Jersey; Teaching teams--New Jersey","Special Education and Teaching"],"dc:title":["A study of teachers' and administrators' perceptions of collaborative teaching"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in Special Education"]},"updated_at":"2026-07-24T04:13:58Z"}