Date Approved

4-18-1999

Embargo Period

8-8-2016

Document Type

Thesis

Degree Name

M.A. in Educational Administration

Department

Educational Services and Leadership

College

College of Education

First Advisor

Johnson, Theodore

Subject(s)

Southampton Township School District (Southampton, N.J.); Teaching teams

Disciplines

Elementary and Middle and Secondary Education Administration

Abstract

The purpose of this study was to analyze current practices of regular and special education teachers working in inclusive settings. The methodology of this study was based on a pre and post test design. The Inclusion Team Teaching Analysis Protocol (ITTAP), developed by Rick Welsh, was administered prior to a four day team teaching training session, and again after the training session. This protocol was administered individually and confidentially. The sample consisted of three teams of teachers who had been team teaching together for varying amounts of time. The ITTAP was analyzed for purposes of comparison on twenty team teaching behaviors and seven team teaching domains as identified by the ITTAP. The findings revealed two of the three teaching teams illustrated clear improvement according to responses given on both team teaching behaviors and team teaching domains following training. One team did not illustrate clear improvement on both team teaching behaviors and team teaching domains following training.

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