Date of Award
EdD Education Leadership, Management and Policy
Education Leadership, Management and Policy
Anthony Colella, Ph.D.
Barbara Strobert, Ed.D.
Anthony Cavanna, Ed.D.
inclusion, co-teaching, collaboration, planning time, professional development
The purpose of this research study was to examine teachers’ perceptions toward co- teaching in inclusion classrooms and provide valuable information on relevant content, activities and assignments that focus on collaboration between school professionals. A second purpose of this study was to add knowledge to the existing literature describing factors for developing effective co-teaching programs in schools that serve large populations of students with disabilities in urban schools. This included examining their perspectives about the co-teaching model, their relationships formed with their co-teacher, and the support given by administration. The study was a descriptive study that used qualitative research methods to understand the perspectives of teachers involved in co-taught classrooms. The data collection method was semi- structured interviews. Participants consisted of general and special education teachers with at least two years of co-teaching experience employed in grades PK-8. The setting was an urban district located in New Jersey.
After the research was coded and analyzed, it was determined that collaboration was essential to the co-teaching process and support from administration was needed to work on issues such as co-planning and role ambiguity.
The study produced several results that align with concepts from the literature review. The results were categorized into six overarching themes: role of the teacher, exposure to the co- teaching model, collaboration, trust, training, and administrative support.
Banks, Cheryl M., "A Qualitative Study on Teachers' Perceptions of Co-Teaching in Inclusion Classrooms" (2018). Seton Hall University Dissertations and Theses (ETDs). 2606.