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Dissertations on co teaching

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Vincent Edward Castro , Fordham University. This study provided information on the academic effects of the existing co-teaching inclusion-model in a northern public school district in the State of New Jersey, in which students with learning disabilities are included in each grade level from kindergarten to second grade. Specifically, the investigation examined TerraNova test scores for two years for all students who were in inclusive and noninclusive classes, a survey for all co-teaching pairs of teachers and attendance records for the same group of students tested. The study focused on two approaches towards understanding the effects of co-teaching on academic achievement of students. The first approach, a quantitative analysis, reviewing students' TerraNova test score gains and attendance during their first and second grade ; and the second approach, analyzing the results of a survey provided to all pairs of teachers in co-teaching classrooms from kindergarten to second grade. The two approaches provided the following results: a academic performance and attendance of both general-and special-education students in the co-teaching inclusion-model classrooms compared to their peers in the noninclusive classrooms, after one year, is significantly better; b there was no significant difference in job satisfaction for teachers placed in the co-teaching inclusion classroom, when compared to their peers, be they either general-or special-education teachers.
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Dissertations on co teaching
Dissertations on co teaching
Dissertations on co teaching
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"A Quantitative Study of Co-Teaching as an Instructional Model to Serve" by Susan M. Gerlach

Cheryl M. Banks Follow. A second purpose of this study was to add knowledge to the existing literature describing factors for developing effective co-teaching programs in schools that serve large populations of students with disabilities in urban schools. This included examining their perspectives about the co-teaching model, their relationships formed with their co-teacher, and the support given by administration. The study was a descriptive study that used qualitative research methods to understand the perspectives of teachers involved in co-taught classrooms. The data collection method was semi- structured interviews. Participants consisted of general and special education teachers with at least two years of co-teaching experience employed in grades PK
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Karen L. Capraro , University of Rhode Island Follow. The purpose of this qualitative, single-case study was to examine the implementation of co-teaching as an alternative student teaching method across seven elementary and early childhood classrooms to determine how it was implemented and, if differences in implementation were found, to develop substantive theories as to why those differences were present. The study was conducted at an elementary, laboratory school located on a college campus.
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Michele D Hassall , University of Pennsylvania. Teachers are regularly expected to adapt to "top down" educational reform programs and legislative edicts. Yet many teachers are thrust into inclusion teaching settings with little or no training or preparation, and administrative constraints rarely account for different teaching philosophies, teaching styles, or personal temperaments. The lack of a study that attends to the consequences of how co-teachers are selected for their partnerships constitutes a conspicuous gap in the research literature on co-teaching, and co-teaching in inclusion classrooms in particular.
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