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You searched for +publisher:"University of North Dakota" +contributor:("Patti Mahar"). One record found.

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1. Johnson, Shirley Ann. Special And General Education Partners Co-Teaching Through The Structural Lens Of Complexity Theory.

Degree: PhD, Education, Health & Behavior Studies, 2017, University of North Dakota

ABSTRACT Inclusive education is one of the most complex and demanding reforms in schools today. How school systems are structured may account for the many difficulties schools are having in strengthening, sustaining, and expanding inclusive education. Co-teaching is an instructional delivery method that offers a promising practice towards successful inclusive education. The purpose of this phenomenological study was to examine the perspectives of co-teachers actively engaged in expanding the practice of co-teaching to help leaders strengthen, sustain, and expand effective inclusive education for students with disabilities. Complexity theory provided the theoretical framework to explore how the co-teachers interacted and self-organized when faced with the complex phenomenon of improving and sustaining inclusive education in a school system. Data were gathered through semi-structured interviews with thirteen participants. The following four textural themes emerged: (a) participants believed in the philosophy of inclusive education, (b) participants experienced personal and professional growth, (c) quality of instruction improved as the result of co-teaching, and (d) participants perceived relationships were key to their success as co-teachers. The following three structural elements needed to strengthen, sustain, and expand inclusive education merged: (a) improved communication, (b) administrative support, and (c) administrative commitment. These themes are discussed and examined for the implication they hold for school personnel who are developing successful, sustainable, inclusive programs. Advisors/Committee Members: Kari Chiasson, Patti Mahar.

Subjects/Keywords: complexity theory; Co-teacher Relationships; co-teaching; Inclusion; Inclusive Education

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APA (6th Edition):

Johnson, S. A. (2017). Special And General Education Partners Co-Teaching Through The Structural Lens Of Complexity Theory. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/2242

Chicago Manual of Style (16th Edition):

Johnson, Shirley Ann. “Special And General Education Partners Co-Teaching Through The Structural Lens Of Complexity Theory.” 2017. Doctoral Dissertation, University of North Dakota. Accessed April 04, 2020. https://commons.und.edu/theses/2242.

MLA Handbook (7th Edition):

Johnson, Shirley Ann. “Special And General Education Partners Co-Teaching Through The Structural Lens Of Complexity Theory.” 2017. Web. 04 Apr 2020.

Vancouver:

Johnson SA. Special And General Education Partners Co-Teaching Through The Structural Lens Of Complexity Theory. [Internet] [Doctoral dissertation]. University of North Dakota; 2017. [cited 2020 Apr 04]. Available from: https://commons.und.edu/theses/2242.

Council of Science Editors:

Johnson SA. Special And General Education Partners Co-Teaching Through The Structural Lens Of Complexity Theory. [Doctoral Dissertation]. University of North Dakota; 2017. Available from: https://commons.und.edu/theses/2242

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