McGuirk, Lauren
(2020)
Examining Components of an Effective Middle School Co-Teaching Instructional Model That Successfully Meets the Needs of Students with Disabilities.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
This program evaluation investigated and evaluated the implementation of a co-teaching model in a school district. A formative program evaluation was conducted to determine changes and modifications to create a more successful co-teaching program. This study had two purposes. The first was to determine how schools enable successful collaboration between general education and special education teachers in order to implement effective co-teaching programs. The second was to identify the responsibilities of school administrators when planning for successful implementation of co-teaching models and inclusive schools. This research sought to evaluate a co-teaching program, define its strengths, identify areas of need, and make recommendations for ongoing improvement.
The need for this research is evident as co-teaching classrooms are utilized to better educate students with disabilities, yet evaluation of the co-teaching models at the inquiry site has never occurred. Accordingly, this study sought to provide insight for school and district leaders who desire to refine their co-teaching classrooms and improve inclusive practices in their schools.
The inquiry questions surrounding this problem of practice include:
1. What pedagogical knowledge do teachers have that enhance their ability to support an inclusive school?
2. Which elements of implementing co-teaching models are most important for teachers?
3. What attitudes, beliefs, and perceptions do general education teachers have about co-teaching and inclusive practices?
4. What attitudes, beliefs, and perceptions do special education teachers have about co-teaching and inclusive practices?
5. How can school principals promote inclusive schools by supporting effective co-teaching instructional models?
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Details
| Item Type: |
University of Pittsburgh ETD
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| Status: |
Unpublished |
| Creators/Authors: |
|
| ETD Committee: |
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| Date: |
2 September 2020 |
| Date Type: |
Publication |
| Defense Date: |
31 March 2020 |
| Approval Date: |
2 September 2020 |
| Submission Date: |
14 July 2020 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Number of Pages: |
108 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Administrative and Policy Studies |
| Degree: |
EdD - Doctor of Education |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
co-teaching, inclusion, inclusive school, co-teachers, special education |
| Date Deposited: |
02 Sep 2020 15:18 |
| Last Modified: |
02 Sep 2020 15:18 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/39360 |
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