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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Differentiated Instruction in an Inclusive 5th Grade Cotaught Classroom

Ellerbrock, Rebecca S. 27 June 2011 (has links)
No description available.
2

The Perceptions and Experiences of General Education Teachers Toward Cotaught Inclusion Classes

Feustel, Beth Milhoan 01 January 2015 (has links)
This project study addressed the low rate of general education teachers volunteering to coteach inclusion classes at a large urban high school in southeastern Georgia. This low volunteer rate caused administrators at this school to assign general education teachers, who did not opt in, to coteach inclusion classes. Teachers' efficacy was negatively impacted when they were required to teach classes that they did not volunteer to teach. The model of cooperative teaching advanced by Bauwens, Hourcade, and Friend's work served as the conceptual framework for this intrinsic case study. The purpose of the study was to examine how general education teachers described coteaching inclusion classes, and how they demonstrated effectiveness of cotaught classes. Qualitative data consisted of personal interviews with and classroom observations of 10 general education teachers, as well as lesson plans received from 2 of the participants. The typological analysis revealed that general education teachers perceived a need for training regarding coteaching, increased use of coteaching models in the classroom, development of coteaching partnerships, and administrative support. Based on the results of this study, a coteaching professional development was created that focuses on coteaching methods, strategies, and models for general education teachers involved in coteaching. The recommended professional development may contribute to positive social change by improving teachers' coteaching performance and increasing teachers' efficacy to impact the academic environment of students in cotaught inclusion classes.

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