Date Approved

12-16-2019

Embargo Period

12-17-2019

Document Type

Dissertation

Degree Name

EdD Doctor of Education

Department

Educational Services and Leadership

College

College of Education

First Advisor

Thompson, Carol C.

Second Advisor

Ferguson, Sarah

Third Advisor

Accardo, Amy

Subject(s)

Teaching teams

Disciplines

Education | Teacher Education and Professional Development

Abstract

Co-teaching is an instructional method used to educate many special education and at-risk youth. This study explored the perceived knowledge of and effectiveness with co-teaching through the perceptions of co-teachers and administrators at a large suburban high school. This study also explored the perceived effectiveness of co-teachers in Gately & Gately's eight components of effective co-teaching (2001). Four dyads completed the Co-teaching Rating Scale and a questionnaire. They also engaged in classroom observations and a focus group. Data from these data sources along with a focus group that included administrators from the high school generated a picture of co-teaching and of the co-teacher perceptions of their effectiveness. This study explored the perceptions of co-teaching through co-teachers and administrators and challenges co-teachers perceive as barriers to their effectiveness. This case study resulted in recommendations to improve co-teaching practices.

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