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Examining Components of an Effective...

McGuirk, Lauren Marie,

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

Record Type:	Electronic resources : Monograph/item
Title/Author:	Examining Components of an Effective Middle School Co-Teaching Instructional Model that Successfully Meets the Needs of Students with Disabilities // Lauren Marie McGuirk.
Author:	McGuirk, Lauren Marie,
Description:	1 electronic resource (109 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 82-09, Section: A.
Contained By:	Dissertations Abstracts International82-09A.
Subject:	Classrooms. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28370881
ISBN:	9798582554882

Examining Components of an Effective Middle School Co-Teaching Instructional Model that Successfully Meets the Needs of Students with Disabilities /
McGuirk, Lauren Marie,

Examining Components of an Effective Middle School Co-Teaching Instructional Model that Successfully Meets the Needs of Students with Disabilities /Lauren Marie McGuirk. - 1 electronic resource (109 pages)

Source: Dissertations Abstracts International, Volume: 82-09, Section: A.

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?

English

ISBN: 9798582554882Subjects--Topical Terms:

1598668
Classrooms.
Subjects--Index Terms:

Disabled students

Examining Components of an Effective Middle School Co-Teaching Instructional Model that Successfully Meets the Needs of Students with Disabilities /
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520 $a 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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