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Student Perceptions of Co-teaching: ...

Arizona State University.

Student Perceptions of Co-teaching: What do students think about co-teaching?

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Student Perceptions of Co-teaching: What do students think about co-teaching?
Author:	Lersch, Matthew.
Description:	83 p.
Notes:	Source: Masters Abstracts International, Volume: 50-05, page: 2803.
Contained By:	Masters Abstracts International50-05.
Subject:	Education, Special.
Subject:	Education, General.
Subject:	Education, Instructional Design.
ISBN:	9781267306067
[NT 15000229]:	Co-teaching is one of the most popular models for supporting students with disabilities in general education classrooms. In spite of this, there is a paucity of research on student perceptions of co-teaching. The purpose of this qualitative study was to investigate student perceptions of co-teaching in a high school biology classroom. Over nine weeks, data was collected from students in a co-taught and traditional classroom through observations and focus groups. Qualitative content analysis identified three themes and eight categories which highlight student perceptions of co-teaching. Themes and categories that emerged were: (1) Environment which included the categories of availability of help, students feeling supported and normalcy of the classroom, (2) Instruction which included student engagement, lesson activity and teacher(s) role(s) and, (3) Relationships which included relationships between teacher(s) and student(s) and parity between teachers. Information from the study deepens researchers' and practitioners' understanding of how students perceive co-teaching and provide new avenues for future research and best practices.
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1509465

Student Perceptions of Co-teaching: What do students think about co-teaching?
Lersch, Matthew.

Student Perceptions of Co-teaching: What do students think about co-teaching? - 83 p.

Source: Masters Abstracts International, Volume: 50-05, page: 2803.

Thesis (M.A.)--Arizona State University, 2012.

Co-teaching is one of the most popular models for supporting students with disabilities in general education classrooms. In spite of this, there is a paucity of research on student perceptions of co-teaching. The purpose of this qualitative study was to investigate student perceptions of co-teaching in a high school biology classroom. Over nine weeks, data was collected from students in a co-taught and traditional classroom through observations and focus groups. Qualitative content analysis identified three themes and eight categories which highlight student perceptions of co-teaching. Themes and categories that emerged were: (1) Environment which included the categories of availability of help, students feeling supported and normalcy of the classroom, (2) Instruction which included student engagement, lesson activity and teacher(s) role(s) and, (3) Relationships which included relationships between teacher(s) and student(s) and parity between teachers. Information from the study deepens researchers' and practitioners' understanding of how students perceive co-teaching and provide new avenues for future research and best practices.

ISBN: 9781267306067Subjects--Topical Terms:

423128
Education, Special.

Student Perceptions of Co-teaching: What do students think about co-teaching?
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245 1 0 $a Student Perceptions of Co-teaching: What do students think about co-teaching?
300 $a 83 p.
500 $a Source: Masters Abstracts International, Volume: 50-05, page: 2803.
500 $a Adviser: Elizabeth Kozleski.
502 $a Thesis (M.A.)--Arizona State University, 2012.
520 $a Co-teaching is one of the most popular models for supporting students with disabilities in general education classrooms. In spite of this, there is a paucity of research on student perceptions of co-teaching. The purpose of this qualitative study was to investigate student perceptions of co-teaching in a high school biology classroom. Over nine weeks, data was collected from students in a co-taught and traditional classroom through observations and focus groups. Qualitative content analysis identified three themes and eight categories which highlight student perceptions of co-teaching. Themes and categories that emerged were: (1) Environment which included the categories of availability of help, students feeling supported and normalcy of the classroom, (2) Instruction which included student engagement, lesson activity and teacher(s) role(s) and, (3) Relationships which included relationships between teacher(s) and student(s) and parity between teachers. Information from the study deepens researchers' and practitioners' understanding of how students perceive co-teaching and provide new avenues for future research and best practices.
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650 4 $a Education, General. $3 565457
650 4 $a Education, Instructional Design. $3 423436
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710 2 $a Arizona State University. $b Special Education. $3 565456
773 0 $t Masters Abstracts International $g 50-05.
790 $a 0010
791 $a M.A.
792 $a 2012
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1509465

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