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The purpose of this qualitative research study was to identify the perceptions of general and special education teachers currently participating in collaborative co-teaching team models regarding the leadership practices of principals in support of co-teaching as a service delivery model in high schools. The literature review findings indicated the importance of administrative leadership and support being essential for the implementation of co-teaching. Therefore, the two research questions for this qualitative study focused on administrative practices that support co-teaching. The two research questions for this qualitative research study were a) What are the leadership practices of principals, as perceived by general education teachers, in support of co-teaching as a service delivery model in high schools? and b) What are the leadership practices of principals, as perceived by special education teachers, in support of co-teaching as a service delivery model in high schools? This research study utilized a qualitative phenomenological research approach which was an interview protocol used to collect data from high school general and special education teachers participating in the study. The criteria for participation included: a) high school general and special education teachers currently participating or had participated in a collaborative co-teaching team model servicing students with disabilities, and b) high school general and special education teachers participating or had previously participated in a collaborative co-teaching team model servicing students with disabilities in core-content areas. The findings for school divisions and high school principals are common vision, expectations for co-teaching, ongoing, job-embedded professional development, and amenities that support co-teaching. The findings in this study resulted in five implications for school divisions and high school principals. Implications for practice were provided at the conclusion of the study and focused on identifying the practices of principal leadership, as perceived by general and special education teachers, in support of co-teaching in high schools. Also, suggestions for future research were addressed in this study. / Doctor of Education / The purpose of this basic qualitative study was to identify perceptions of high school general and special education teachers regarding principal leadership practices in support of co-teaching as a service delivery model in high schools. During this basic qualitative study, the researcher investigated the perceptions of eight high school general and special education teachers by conducting one-on-one interviews to collect data on the participants' perceptions of principal leadership practices in support of co-teaching in high schools. This basic qualitative study resulted in five findings. The high school general and special education teachers indicated a) principals conveyed a common vision for co-teaching with all staff members, b) professional development was provided by the principal to support implementing a co-teaching model, c) principal collaboration and communication with co-teaching teams was provided for the co-teaching model, d) co-teaching expectations were communicated by the principal to all staff members to foster a collaborative environment, and e) administrative support is fundamental for effective co-teaching. The five findings resulted in five implications for high school general and special education teachers perceptions of principal leadership practices in support of co-teaching a) school divisions should provide school leaders with support to develop and articulate a common vision for co-teaching based on research and best practices, b) the school division can allocate funds to provide job embedded co-teaching (for both the general and special educator) professional development, training, and conferences for full co-teaching implementation, c) principals should provide scheduled collaborative opportunities with general and special education teachers working in co-teaching teams, d) principals should convey co-teaching expectations with all staff members in an effort to strengthen collaborative environments, and e) principals should provide general and special education teachers continuous support in co-teaching collaborations.

This quantitative study examined the impact, if any, of two general co-teaching models on the academic achievement of all of the fourth-grade students in a small suburban elementary school district. It addressed co-teaching methods as possible supports to improve literacy gains for all elementary school students. The researcher investigated the effectiveness of two general co-teaching models, each of which employed some form of parallel or supportive teaching strategies. These interventions were measured by the Measurement of Academic Progress (MAP) tests, which are state-aligned, computerized, adaptive tests that reflect the achievement level of each student and measure growth over time. Fourth grade students were tested in the Fall 2008, then tested again, in Spring 2009. Their academic growth in literacy was evaluated via repeated measures analysis of variance. The data were disaggregated by gender, race, socio-economic status, and ability level. Comparisons were made as to the effectiveness of the co-teaching models, and, if evident, which interventions were most effective based on the disaggregated data. / Educational Administration

The topic of this study is inclusive strategies utilized by teachers in collaborative, co-taught K-12 classrooms. The purpose of this qualitative study was to identify inclusive practices, strategies, communication, and professional development (PD) factors in collaborative, co-taught K-12 inclusive classrooms. A gap was addressed in the literature by exploring and investigating the lived experiences of collaborative, co-teaching teams. The primary research question for this study was, what practices and strategies are implemented in collaborative, co-taught K-12 classrooms? The secondary questions were (a) What strategies do co-teaching collaborations utilize? (b) What communications/collaborations between partners were utilized? (c) What additional training/support do co-teaching partners need from administrators? A demographic survey of 48 teachers was completed, and focus groups or one-on-one interviews were conducted with nine participants from nine schools. The research site consisted of teachers from nine K-12 public schools representing varying levels: primary, middle, and secondary. Nine eligible teachers agreed to participate in a one-on-one or focus group interview paired by areas of expertise using a protocol. Criteria for participation were one or more years of experience in an inclusive, collaborative, co-taught K-12 classroom within the pre-selected rural school division in Southwest Virginia. Data on effective practices and strategies in collaborative, co-taught K-12 classrooms as perceived by teachers were analyzed. Deductive coding was used to determine common themes, similarities, differences, and patterns from the data. Eight major findings were discovered, including collaborative, co-teaching pair strategies, administrative needs, and tips for future pairs. An in-depth understanding of the perspectives of the collaborative, co-teaching pair focusing on the pair's communication, responsibilities, tasks, and expectations helped to identify strategies for improving inclusive practices. The interview findings were used to identify strategies (e.g., differentiated lessons, scaffolding, team approach, and station teaching) for improving inclusive practices. Studying inclusive practices in the collaborative, co-taught K-12 classroom is important for raising awareness about the importance of this kind of teaching relationship for improving the learning environment of all students and increasing academic achievement. / Doctor of Education / Studying inclusive practices in the collaborative, co-taught K-12 classroom is important for raising awareness about the importance of this kind of teaching relationship for improving the learning environment of all students and increasing academic achievement. A demographic survey of 48 teachers was completed and one-on-one interviews or focus group interviews paired by areas of expertise were conducted with 9 eligible participants from 9 schools who agreed to participate. The research site consisted of teachers from 9 schools from varying levels, primary, middle, and secondary K-12 public schools. Criteria for participation were 1 or more years of experience in an inclusive, collaborative, co-taught K-12 classroom within the pre-selected rural school division in Southwest Virginia. An in-depth understanding of the perspectives of the collaborative, co-teaching pair focusing on the pair's communication, responsibilities, tasks, and expectations helped to identify strategies (e.g., differentiated lessons, scaffolding, team approach, and station teaching) to provide literature-based strategies for improving inclusive practices. Studying inclusive practices in the collaborative, co-taught K-12 classroom is important for raising awareness about the importance of this kind of teaching relationship for improving the learning environment of all students and increasing academic achievement.

<p dir="ltr">This research examines the integration of three academic units—engineering/technology, business management, and liberal arts—through collaborative teaching. Two instructors from different disciplines guide students together in real-time to solve relevant problems and explore opportunities for innovation. To gain insights, a qualitative case study approach was used, incorporating semi-structured interviews with university stakeholders, observations of co-taught classes, and analysis of curriculum materials. The study was framed by the Community of Transformation (CoT) theoretical perspective. This methodology provided an understanding of the dynamics of cross-college co-teaching in higher education to foster innovation. The results highlight both benefits and obstacles related to institutional structure, advising, implementation of co-teaching, and strategies for sustaining cross-college co-teaching for transdisciplinarity in the pursuit of innovation. </p>

A mathematics achievement gap exists between 8th grade African American students and other ethnic groups. Guided by the conceptual framework of constructivism, the purpose of this case study was to examine 8, Grade 8 math teachers' perceptions of factors contributing to mathematical performance gap in their African American students and what instructional strategies can be used to help reduce the achievement gap in southwest Georgia. Data were obtained through interviews and classroom observations and were coded and analyzed using typological analysis, followed by inductive analysis. The results of the data revealed teachers perceived recruiting and retaining African American teachers and providing professional development on the various co-teaching strategies, could help lower the achievement gap between African American students and other ethnic groups in the area of mathematics. Based on the findings, a professional development plan was created which addressed co-teaching, aligning instruction to the needs of African American students' culture, and implementing different instructional strategies in the math classroom. The implementation of this project may contribute toward positive social change by helping teachers support 8th grade African American students' performance in mathematics thus improving math achievement.

<p>Den här studien handlar om specialpedagogens roll som handledare i skolan. Syftet med studien är att undersöka om specialpedagoger handleder andra pedagoger och i så fall i vilken omfattning. Jag vill också ta reda på specialpedagogers, rektorers och andra pedagogers inställning till specialpedagoger som handledare. Studien genomförs med hjälp av intervjuer och enkäter till specialpedagoger, rektorer och andra pedagoger i en mellanstor svensk kommun. Jag har valt att använda diskursanalys för att analysera och tolka mina resultat. Sammanfattningsvis pekar resultaten i min studie på att kommunens specialpedagoger handleder i mycket liten omfattning, men är positiva till att handleda. Rektorerna har en vision om att specialpedagogerna ska arbeta mer utifrån intentionerna i deras utbildning, men verkligheten ser inte ut så. Övriga pedagoger i skolan har liten erfarenhet av handledning och alla är inte positiva till specialpedagogen som handledare.</p>

Den här studien handlar om specialpedagogens roll som handledare i skolan. Syftet med studien är att undersöka om specialpedagoger handleder andra pedagoger och i så fall i vilken omfattning. Jag vill också ta reda på specialpedagogers, rektorers och andra pedagogers inställning till specialpedagoger som handledare. Studien genomförs med hjälp av intervjuer och enkäter till specialpedagoger, rektorer och andra pedagoger i en mellanstor svensk kommun. Jag har valt att använda diskursanalys för att analysera och tolka mina resultat. Sammanfattningsvis pekar resultaten i min studie på att kommunens specialpedagoger handleder i mycket liten omfattning, men är positiva till att handleda. Rektorerna har en vision om att specialpedagogerna ska arbeta mer utifrån intentionerna i deras utbildning, men verkligheten ser inte ut så. Övriga pedagoger i skolan har liten erfarenhet av handledning och alla är inte positiva till specialpedagogen som handledare.