Loading...
Co-teaching: Perceptions of Urban, Secondary Co-Teachers
Boyd, Michelle
Boyd, Michelle
Abstract
Co-teaching has been used to address access and accountability mandates for students with disabilities. Despite research regarding elements needed for co-teaching success, research shows mixed results regarding co-teaching effectiveness as it relates to student achievement. Given that teachers are the most influential school-related factor vis-a-vis student achievement, this quantitative study, utilizing a cross-sectional survey design, was employed to gain additional information regarding urban, secondary co-teacher perceptions of co-teaching. to that end the Co-teacher Perceptions Survey was administered to 95 middle and high school co-teachers in an urban school district situated in eastern Virginia. Results of this study indicate that successful co-teachers have higher perceptions of co-teaching, co-teacher philosophy and co-planning than unsuccessful co-teachers. Successful co-teachers also have different perceived use of co-teaching models than unsuccessful co-teachers as they use station and alternative teaching more often than their unsuccessful counterparts. However, no differences were noted in co-teacher perceptions for the following subgroups: general and special education co-teachers, middle and high school co-teachers, novice and veteran co-teachers, and voluntary and non-voluntary co-teachers. Implications for practice include ensuring both co-teachers are held equally responsible for student performance in co-taught classes and incorporating co-planning time in the master schedule with high expectations for deliverables from the co-planning process.
Description
Date
2013-01-01
Journal Title
Journal ISSN
Volume Title
Publisher
Collections
Download Dataset
Files
Loading...
3574201.pdf
Adobe PDF, 5.88 MB
Rights Holder
Usage License
Embargo
Research Projects
Organizational Units
Journal Issue
Keywords
Citation
Department
Education
DOI
https://dx.doi.org/doi:10.25774/w4-k0jv-ry42