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Examining Components of an Effective Middle School Co-Teaching Instructional Model That Successfully Meets the Needs of Students with Disabilities

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 (Unpublished)

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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
Status: Unpublished
Creators/Authors:
CreatorsEmailPitt UsernameORCID
McGuirk, LaurenLMM232@pitt.eduLMM232
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee MemberIsherwood, Robertrobert.isherwood@sru.edu
Committee MemberSrsic, Amyasrsic@pitt.edu
Committee ChairKirk, Dianedlk31@pitt.edu
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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