東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Administrative Strategies to Advance...

Tucker, Heather N.,

Linked to FindBook

Google Book

Amazon

博客來

Administrative Strategies to Advance Co-teaching for Students With Disabilities /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Administrative Strategies to Advance Co-teaching for Students With Disabilities // Heather N Tucker.
Author:	Tucker, Heather N.,
Description:	1 electronic resource (166 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-10, Section: A.
Contained By:	Dissertations Abstracts International85-10A.
Subject:	Special education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31142408
ISBN:	9798381976397

Administrative Strategies to Advance Co-teaching for Students With Disabilities /
Tucker, Heather N.,

Administrative Strategies to Advance Co-teaching for Students With Disabilities /Heather N Tucker. - 1 electronic resource (166 pages)

Source: Dissertations Abstracts International, Volume: 85-10, Section: A.

This study aimed to investigate and improve collaborative educational leadership to eliminate the barriers created by the lack of inclusive pedagogy and the deficit approaches to instructing students with disabilities, which together limit access to the general education curriculum and classroom in school districts in the Northeast. The Cycle 1 research identified that the philosophy of inclusion, high-quality instructional practices, and access to resources impact the efficacy of co-teaching teams' development of multimodal instruction. The Cycle 1.5 research identified the role of the administrator of special education as vital to the success of implementing co-teaching. However, this role cannot function in isolation. Action steps were then designed, implemented, and evaluated for a second research cycle. During this participatory process, the administrators of special education and principals co-created administrative reflection tools to optimize collaboration with their in-district colleagues while strategizing to support their co-teaching teams, using co-teaching methodology. An evaluation of this action research study included focus groups, document analysis, transcriptions, analytic memos, and semi-structured interviews. The analysis of the data from all three cycles of collection demonstrated the importance of the co-administrators in supporting co-teachers in developing and implementing multimodal instruction to combat barriers against including students with disabilities in the general education classroom. Through examination of the instructional practices and relationships between co-teaching team members, the administrative strategies identified created opportunities to cultivate inclusive educational environments for students with disabilities. This study concluded that (a) school administrators need to develop a unified and unwavering philosophy of inclusion that is at the forefront of all communication and anchors all other actions, (b) educational leadership is vital to the success of co-teaching implementation, (c ) and the strategies implemented must be actioned with fidelity for the sustainability of co-teaching.

English

ISBN: 9798381976397Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Administrative strategies

Administrative Strategies to Advance Co-teaching for Students With Disabilities /
LDR:03646nmm a22004573i 4500 001 2433081
005 20250822095250.5
006 m o d
007 cr|nu||||||||
008 261011s2024 miu||||||m |||||||eng d
020 $a 9798381976397
035 $a (MiAaPQD)AAI31142408
035 $a AAI31142408
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Tucker, Heather N., $e author. $3 3822543
245 1 0 $a Administrative Strategies to Advance Co-teaching for Students With Disabilities / $c Heather N Tucker.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 1 electronic resource (166 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-10, Section: A.
500 $a Advisors: Nolan, Kimberly Committee members: McNabb, Joseph W.; LaBillois, James M.
502 $b Ed.D. $c Northeastern University $d 2024.
520 $a This study aimed to investigate and improve collaborative educational leadership to eliminate the barriers created by the lack of inclusive pedagogy and the deficit approaches to instructing students with disabilities, which together limit access to the general education curriculum and classroom in school districts in the Northeast. The Cycle 1 research identified that the philosophy of inclusion, high-quality instructional practices, and access to resources impact the efficacy of co-teaching teams' development of multimodal instruction. The Cycle 1.5 research identified the role of the administrator of special education as vital to the success of implementing co-teaching. However, this role cannot function in isolation. Action steps were then designed, implemented, and evaluated for a second research cycle. During this participatory process, the administrators of special education and principals co-created administrative reflection tools to optimize collaboration with their in-district colleagues while strategizing to support their co-teaching teams, using co-teaching methodology. An evaluation of this action research study included focus groups, document analysis, transcriptions, analytic memos, and semi-structured interviews. The analysis of the data from all three cycles of collection demonstrated the importance of the co-administrators in supporting co-teachers in developing and implementing multimodal instruction to combat barriers against including students with disabilities in the general education classroom. Through examination of the instructional practices and relationships between co-teaching team members, the administrative strategies identified created opportunities to cultivate inclusive educational environments for students with disabilities. This study concluded that (a) school administrators need to develop a unified and unwavering philosophy of inclusion that is at the forefront of all communication and anchors all other actions, (b) educational leadership is vital to the success of co-teaching implementation, (c ) and the strategies implemented must be actioned with fidelity for the sustainability of co-teaching.
546 $a English
590 $a School code: 0160
650 4 $a Special education. $3 516693
650 4 $a Educational leadership. $3 529436
650 4 $a Educational administration. $3 2122799
650 4 $a Pedagogy. $3 2122828
650 4 $a Disability studies. $3 543687
653 $a Administrative strategies
653 $a Co-teaching
653 $a Principals
653 $a Administrators
653 $a Disabilities
690 $a 0529
690 $a 0449
690 $a 0514
690 $a 0456
690 $a 0201
710 2 $a Northeastern University. $b School of Education. $e degree granting institution. $3 3767593
720 1 $a Nolan, Kimberly $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 85-10A.
790 $a 0160
791 $a Ed.D.
792 $a 2024
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31142408