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You searched for subject:(Co Teaching). Showing records 1 – 30 of 206 total matches.

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1. Stumpf, Jennifer A. A Case Study of Co-Teaching Practices in Minnesota.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2015, St. Cloud State University

  The education of children with disabilities in the general education classroom has evolved over many years. The popularity of inclusive education became widespread in… (more)

Subjects/Keywords: co-teaching; co teaching

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APA (6th Edition):

Stumpf, J. A. (2015). A Case Study of Co-Teaching Practices in Minnesota. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/9

Chicago Manual of Style (16th Edition):

Stumpf, Jennifer A. “A Case Study of Co-Teaching Practices in Minnesota.” 2015. Doctoral Dissertation, St. Cloud State University. Accessed October 16, 2019. https://repository.stcloudstate.edu/edad_etds/9.

MLA Handbook (7th Edition):

Stumpf, Jennifer A. “A Case Study of Co-Teaching Practices in Minnesota.” 2015. Web. 16 Oct 2019.

Vancouver:

Stumpf JA. A Case Study of Co-Teaching Practices in Minnesota. [Internet] [Doctoral dissertation]. St. Cloud State University; 2015. [cited 2019 Oct 16]. Available from: https://repository.stcloudstate.edu/edad_etds/9.

Council of Science Editors:

Stumpf JA. A Case Study of Co-Teaching Practices in Minnesota. [Doctoral Dissertation]. St. Cloud State University; 2015. Available from: https://repository.stcloudstate.edu/edad_etds/9


University of Rochester

2. Hildenbrand, Susan M. Designing effective experiences for preservice inclusion teachers for co-teaching : an action research study.

Degree: EdD, 2009, University of Rochester

 The passage of current educational legislation such as the Individuals with Disabilities Education Act (IDEA) and the more recent No Child Left Behind (NCLB) Act… (more)

Subjects/Keywords: Co-teaching; Inclusion

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APA (6th Edition):

Hildenbrand, S. M. (2009). Designing effective experiences for preservice inclusion teachers for co-teaching : an action research study. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/7543

Chicago Manual of Style (16th Edition):

Hildenbrand, Susan M. “Designing effective experiences for preservice inclusion teachers for co-teaching : an action research study.” 2009. Doctoral Dissertation, University of Rochester. Accessed October 16, 2019. http://hdl.handle.net/1802/7543.

MLA Handbook (7th Edition):

Hildenbrand, Susan M. “Designing effective experiences for preservice inclusion teachers for co-teaching : an action research study.” 2009. Web. 16 Oct 2019.

Vancouver:

Hildenbrand SM. Designing effective experiences for preservice inclusion teachers for co-teaching : an action research study. [Internet] [Doctoral dissertation]. University of Rochester; 2009. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/1802/7543.

Council of Science Editors:

Hildenbrand SM. Designing effective experiences for preservice inclusion teachers for co-teaching : an action research study. [Doctoral Dissertation]. University of Rochester; 2009. Available from: http://hdl.handle.net/1802/7543


Penn State University

3. Wenrich, Jill Trostle. How Teacher and Principal Beliefs Inform Inclusive Practice in the Secondary Classroom Through Co-teaching.

Degree: EdD, Educational Leadership, 2012, Penn State University

 Little is known about the dynamics of the relationship between principal and teacher in a co-teaching classroom at the secondary level. Increasing our understanding of… (more)

Subjects/Keywords: Co-Teaching; Team Teaching; Inclusion

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APA (6th Edition):

Wenrich, J. T. (2012). How Teacher and Principal Beliefs Inform Inclusive Practice in the Secondary Classroom Through Co-teaching. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/13168

Chicago Manual of Style (16th Edition):

Wenrich, Jill Trostle. “How Teacher and Principal Beliefs Inform Inclusive Practice in the Secondary Classroom Through Co-teaching.” 2012. Doctoral Dissertation, Penn State University. Accessed October 16, 2019. https://etda.libraries.psu.edu/catalog/13168.

MLA Handbook (7th Edition):

Wenrich, Jill Trostle. “How Teacher and Principal Beliefs Inform Inclusive Practice in the Secondary Classroom Through Co-teaching.” 2012. Web. 16 Oct 2019.

Vancouver:

Wenrich JT. How Teacher and Principal Beliefs Inform Inclusive Practice in the Secondary Classroom Through Co-teaching. [Internet] [Doctoral dissertation]. Penn State University; 2012. [cited 2019 Oct 16]. Available from: https://etda.libraries.psu.edu/catalog/13168.

Council of Science Editors:

Wenrich JT. How Teacher and Principal Beliefs Inform Inclusive Practice in the Secondary Classroom Through Co-teaching. [Doctoral Dissertation]. Penn State University; 2012. Available from: https://etda.libraries.psu.edu/catalog/13168

4. Soriano, Sarah. Students as Co-Teachers .

Degree: 2013, California State University – San Marcos

 As students with more diverse learning needs are entering the general education classroom it is becoming increasingly important to increase supports and services for all… (more)

Subjects/Keywords: peer teaching; inclusion; co teaching

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APA (6th Edition):

Soriano, S. (2013). Students as Co-Teachers . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/375

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Soriano, Sarah. “Students as Co-Teachers .” 2013. Thesis, California State University – San Marcos. Accessed October 16, 2019. http://hdl.handle.net/10211.8/375.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Soriano, Sarah. “Students as Co-Teachers .” 2013. Web. 16 Oct 2019.

Vancouver:

Soriano S. Students as Co-Teachers . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/10211.8/375.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Soriano S. Students as Co-Teachers . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/375

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Northeastern University

5. Jarvis, Michael Anthony. Feasible interventions:: bridging the gap between co-teachers.

Degree: EdD, School of Education, 2014, Northeastern University

 The purpose of this case study was to gain a deeper understanding of the perceptions of the feasibility of employing the five models of co-teaching(more)

Subjects/Keywords: Collaboration; Co-teaching; Co-teaching Models; Education; Special Education and Teaching

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APA (6th Edition):

Jarvis, M. A. (2014). Feasible interventions:: bridging the gap between co-teachers. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20004982

Chicago Manual of Style (16th Edition):

Jarvis, Michael Anthony. “Feasible interventions:: bridging the gap between co-teachers.” 2014. Masters Thesis, Northeastern University. Accessed October 16, 2019. http://hdl.handle.net/2047/d20004982.

MLA Handbook (7th Edition):

Jarvis, Michael Anthony. “Feasible interventions:: bridging the gap between co-teachers.” 2014. Web. 16 Oct 2019.

Vancouver:

Jarvis MA. Feasible interventions:: bridging the gap between co-teachers. [Internet] [Masters thesis]. Northeastern University; 2014. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/2047/d20004982.

Council of Science Editors:

Jarvis MA. Feasible interventions:: bridging the gap between co-teachers. [Masters Thesis]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20004982


Marietta College

6. Fleming, Paige A. SUCCESSFUL CO-TEACHING RELATIONSHIPS: A QUALITATIVE STUDY ON WHAT IT TAKES TO FORGE A SUCCESSFUL WORKING RELATIONSHIP.

Degree: MEd, Education, 2007, Marietta College

 Today’s student with an identified learning disability is expected to meet the same academic standards as their peers with no identified disabilities. Co-teaching has emerged… (more)

Subjects/Keywords: Education, General; Co-teaching

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Fleming, P. A. (2007). SUCCESSFUL CO-TEACHING RELATIONSHIPS: A QUALITATIVE STUDY ON WHAT IT TAKES TO FORGE A SUCCESSFUL WORKING RELATIONSHIP. (Masters Thesis). Marietta College. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=marietta1176905438

Chicago Manual of Style (16th Edition):

Fleming, Paige A. “SUCCESSFUL CO-TEACHING RELATIONSHIPS: A QUALITATIVE STUDY ON WHAT IT TAKES TO FORGE A SUCCESSFUL WORKING RELATIONSHIP.” 2007. Masters Thesis, Marietta College. Accessed October 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1176905438.

MLA Handbook (7th Edition):

Fleming, Paige A. “SUCCESSFUL CO-TEACHING RELATIONSHIPS: A QUALITATIVE STUDY ON WHAT IT TAKES TO FORGE A SUCCESSFUL WORKING RELATIONSHIP.” 2007. Web. 16 Oct 2019.

Vancouver:

Fleming PA. SUCCESSFUL CO-TEACHING RELATIONSHIPS: A QUALITATIVE STUDY ON WHAT IT TAKES TO FORGE A SUCCESSFUL WORKING RELATIONSHIP. [Internet] [Masters thesis]. Marietta College; 2007. [cited 2019 Oct 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=marietta1176905438.

Council of Science Editors:

Fleming PA. SUCCESSFUL CO-TEACHING RELATIONSHIPS: A QUALITATIVE STUDY ON WHAT IT TAKES TO FORGE A SUCCESSFUL WORKING RELATIONSHIP. [Masters Thesis]. Marietta College; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=marietta1176905438

7. Oakley, Jennifer. Building a Partnership: Strategies for General Education Teacher and Paraeducator Co-Teaching .

Degree: 2013, California State University – San Marcos

 Is there a benefit of paraeducators co-teaching with general education teachers? When teachers and paraeducators share similar goals and enthusiasm of teaching, the results for… (more)

Subjects/Keywords: Paraeducator; Teacher; Co-teaching

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APA (6th Edition):

Oakley, J. (2013). Building a Partnership: Strategies for General Education Teacher and Paraeducator Co-Teaching . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/538

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Oakley, Jennifer. “Building a Partnership: Strategies for General Education Teacher and Paraeducator Co-Teaching .” 2013. Thesis, California State University – San Marcos. Accessed October 16, 2019. http://hdl.handle.net/10211.8/538.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Oakley, Jennifer. “Building a Partnership: Strategies for General Education Teacher and Paraeducator Co-Teaching .” 2013. Web. 16 Oct 2019.

Vancouver:

Oakley J. Building a Partnership: Strategies for General Education Teacher and Paraeducator Co-Teaching . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/10211.8/538.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Oakley J. Building a Partnership: Strategies for General Education Teacher and Paraeducator Co-Teaching . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/538

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

8. Birk, Danielle. Co-Teaching Math at the Secondary Level .

Degree: 2014, California State University – San Marcos

 The Co-Teaching method at the secondary level is an essential part of the students??? education with special needs. It benefits the students by including them… (more)

Subjects/Keywords: co-teaching; math; special education

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APA (6th Edition):

Birk, D. (2014). Co-Teaching Math at the Secondary Level . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/120405

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Birk, Danielle. “Co-Teaching Math at the Secondary Level .” 2014. Thesis, California State University – San Marcos. Accessed October 16, 2019. http://hdl.handle.net/10211.3/120405.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Birk, Danielle. “Co-Teaching Math at the Secondary Level .” 2014. Web. 16 Oct 2019.

Vancouver:

Birk D. Co-Teaching Math at the Secondary Level . [Internet] [Thesis]. California State University – San Marcos; 2014. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/10211.3/120405.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Birk D. Co-Teaching Math at the Secondary Level . [Thesis]. California State University – San Marcos; 2014. Available from: http://hdl.handle.net/10211.3/120405

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Louisiana State University

9. Eschete, Cathy Lee. Engagement Levels During Implementation of Co-Teaching Models.

Degree: PhD, Education, 2015, Louisiana State University

 Student engagement in the classroom is a priority for educators and policy makers because disengaged students are more likely to perform poorly in school. Students… (more)

Subjects/Keywords: co-teaching; engagement; teacher education

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APA (6th Edition):

Eschete, C. L. (2015). Engagement Levels During Implementation of Co-Teaching Models. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-07102015-120911 ; https://digitalcommons.lsu.edu/gradschool_dissertations/396

Chicago Manual of Style (16th Edition):

Eschete, Cathy Lee. “Engagement Levels During Implementation of Co-Teaching Models.” 2015. Doctoral Dissertation, Louisiana State University. Accessed October 16, 2019. etd-07102015-120911 ; https://digitalcommons.lsu.edu/gradschool_dissertations/396.

MLA Handbook (7th Edition):

Eschete, Cathy Lee. “Engagement Levels During Implementation of Co-Teaching Models.” 2015. Web. 16 Oct 2019.

Vancouver:

Eschete CL. Engagement Levels During Implementation of Co-Teaching Models. [Internet] [Doctoral dissertation]. Louisiana State University; 2015. [cited 2019 Oct 16]. Available from: etd-07102015-120911 ; https://digitalcommons.lsu.edu/gradschool_dissertations/396.

Council of Science Editors:

Eschete CL. Engagement Levels During Implementation of Co-Teaching Models. [Doctoral Dissertation]. Louisiana State University; 2015. Available from: etd-07102015-120911 ; https://digitalcommons.lsu.edu/gradschool_dissertations/396


Virginia Tech

10. Brinkmann, Jodie Lynn. Perceptions of Beginning General and Exceptional Education Teachers of their Preparation and Importance of Skills Associated with Collaboration and Co-teaching.

Degree: EdD, Educational Leadership and Policy Studies, 2012, Virginia Tech

 The need for more collaboration and co-teaching emerged from the standards-based and accountability movement as a result of the No Child Left Behind (NCLB) and… (more)

Subjects/Keywords: co-teaching; teacher preparation; collaboration

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APA (6th Edition):

Brinkmann, J. L. (2012). Perceptions of Beginning General and Exceptional Education Teachers of their Preparation and Importance of Skills Associated with Collaboration and Co-teaching. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77317

Chicago Manual of Style (16th Edition):

Brinkmann, Jodie Lynn. “Perceptions of Beginning General and Exceptional Education Teachers of their Preparation and Importance of Skills Associated with Collaboration and Co-teaching.” 2012. Doctoral Dissertation, Virginia Tech. Accessed October 16, 2019. http://hdl.handle.net/10919/77317.

MLA Handbook (7th Edition):

Brinkmann, Jodie Lynn. “Perceptions of Beginning General and Exceptional Education Teachers of their Preparation and Importance of Skills Associated with Collaboration and Co-teaching.” 2012. Web. 16 Oct 2019.

Vancouver:

Brinkmann JL. Perceptions of Beginning General and Exceptional Education Teachers of their Preparation and Importance of Skills Associated with Collaboration and Co-teaching. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/10919/77317.

Council of Science Editors:

Brinkmann JL. Perceptions of Beginning General and Exceptional Education Teachers of their Preparation and Importance of Skills Associated with Collaboration and Co-teaching. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/77317


Humboldt State University

11. Kison, Suzanne. Motivating factors for cooperative team teaching in inclusive classrooms.

Degree: MA, Education, 2012, Humboldt State University

 Research and current legislation supports the inclusion of students with disabilities in the general education classroom. Cooperative team teaching between a general education teacher and… (more)

Subjects/Keywords: Cooperative team teaching; Special education; Co-teaching

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APA (6th Edition):

Kison, S. (2012). Motivating factors for cooperative team teaching in inclusive classrooms. (Masters Thesis). Humboldt State University. Retrieved from http://hdl.handle.net/2148/1027

Chicago Manual of Style (16th Edition):

Kison, Suzanne. “Motivating factors for cooperative team teaching in inclusive classrooms.” 2012. Masters Thesis, Humboldt State University. Accessed October 16, 2019. http://hdl.handle.net/2148/1027.

MLA Handbook (7th Edition):

Kison, Suzanne. “Motivating factors for cooperative team teaching in inclusive classrooms.” 2012. Web. 16 Oct 2019.

Vancouver:

Kison S. Motivating factors for cooperative team teaching in inclusive classrooms. [Internet] [Masters thesis]. Humboldt State University; 2012. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/2148/1027.

Council of Science Editors:

Kison S. Motivating factors for cooperative team teaching in inclusive classrooms. [Masters Thesis]. Humboldt State University; 2012. Available from: http://hdl.handle.net/2148/1027


Virginia Tech

12. Hedrick, Sandra I. An Analysis of Professionalsâ Readiness to Supervise and Participate in Co-teaching Arrangements in Virginia Public Schools.

Degree: EdD, Educational Leadership and Policy Studies, 2010, Virginia Tech

 The purpose of this study was to examine the survey responses of participants of collaborative models of instruction in order to determine the existence of… (more)

Subjects/Keywords: Co-teaching; special education; collaborative teaching

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APA (6th Edition):

Hedrick, S. I. (2010). An Analysis of Professionalsâ Readiness to Supervise and Participate in Co-teaching Arrangements in Virginia Public Schools. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30132

Chicago Manual of Style (16th Edition):

Hedrick, Sandra I. “An Analysis of Professionalsâ Readiness to Supervise and Participate in Co-teaching Arrangements in Virginia Public Schools.” 2010. Doctoral Dissertation, Virginia Tech. Accessed October 16, 2019. http://hdl.handle.net/10919/30132.

MLA Handbook (7th Edition):

Hedrick, Sandra I. “An Analysis of Professionalsâ Readiness to Supervise and Participate in Co-teaching Arrangements in Virginia Public Schools.” 2010. Web. 16 Oct 2019.

Vancouver:

Hedrick SI. An Analysis of Professionalsâ Readiness to Supervise and Participate in Co-teaching Arrangements in Virginia Public Schools. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/10919/30132.

Council of Science Editors:

Hedrick SI. An Analysis of Professionalsâ Readiness to Supervise and Participate in Co-teaching Arrangements in Virginia Public Schools. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/30132


Virginia Commonwealth University

13. Batalo, Cecilia. Co-teaching Partnerships: How Culture of Schools and Classrooms Affect Practices in Co-planning and Co-implementing Instruction.

Degree: PhD, Special Education, 2014, Virginia Commonwealth University

CO-TEACHING PARTNERSHIPS: HOW CULTURE OF SCHOOLS AND CLASSROOMS AFFECT PRACTICES IN CO-PLANNING AND CO-IMPLEMENTING INSTRUCTION By: Cecilia Gray Batalo, Ph.D. A dissertation submitted in partial… (more)

Subjects/Keywords: co-teaching; co-planning; co-implementation; school culture; Education; Special Education and Teaching

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APA (6th Edition):

Batalo, C. (2014). Co-teaching Partnerships: How Culture of Schools and Classrooms Affect Practices in Co-planning and Co-implementing Instruction. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/3313

Chicago Manual of Style (16th Edition):

Batalo, Cecilia. “Co-teaching Partnerships: How Culture of Schools and Classrooms Affect Practices in Co-planning and Co-implementing Instruction.” 2014. Doctoral Dissertation, Virginia Commonwealth University. Accessed October 16, 2019. https://scholarscompass.vcu.edu/etd/3313.

MLA Handbook (7th Edition):

Batalo, Cecilia. “Co-teaching Partnerships: How Culture of Schools and Classrooms Affect Practices in Co-planning and Co-implementing Instruction.” 2014. Web. 16 Oct 2019.

Vancouver:

Batalo C. Co-teaching Partnerships: How Culture of Schools and Classrooms Affect Practices in Co-planning and Co-implementing Instruction. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2014. [cited 2019 Oct 16]. Available from: https://scholarscompass.vcu.edu/etd/3313.

Council of Science Editors:

Batalo C. Co-teaching Partnerships: How Culture of Schools and Classrooms Affect Practices in Co-planning and Co-implementing Instruction. [Doctoral Dissertation]. Virginia Commonwealth University; 2014. Available from: https://scholarscompass.vcu.edu/etd/3313


Marietta College

14. Harper, Cary L. Perceptions of the co-teaching experience: Examining the views of teaching staff and students.

Degree: MEd, Education, 2009, Marietta College

 With the push toward inclusion in public schools, districts are turning toward the co-teaching model of instruction to meet the many needs of special education… (more)

Subjects/Keywords: Education; Secondary Education; Teacher Education; Co-teaching; co-teacher; team teaching; paired teaching

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APA (6th Edition):

Harper, C. L. (2009). Perceptions of the co-teaching experience: Examining the views of teaching staff and students. (Masters Thesis). Marietta College. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=marietta1241468954

Chicago Manual of Style (16th Edition):

Harper, Cary L. “Perceptions of the co-teaching experience: Examining the views of teaching staff and students.” 2009. Masters Thesis, Marietta College. Accessed October 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1241468954.

MLA Handbook (7th Edition):

Harper, Cary L. “Perceptions of the co-teaching experience: Examining the views of teaching staff and students.” 2009. Web. 16 Oct 2019.

Vancouver:

Harper CL. Perceptions of the co-teaching experience: Examining the views of teaching staff and students. [Internet] [Masters thesis]. Marietta College; 2009. [cited 2019 Oct 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=marietta1241468954.

Council of Science Editors:

Harper CL. Perceptions of the co-teaching experience: Examining the views of teaching staff and students. [Masters Thesis]. Marietta College; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=marietta1241468954


University of Windsor

15. Dougall, Zach. Enhancing Co-teaching Collaborations Through Drama Education: Exploring Challenges and Possibilities of a Drama Praxis Framework for Co-teaching.

Degree: M. Ed., Education, 2019, University of Windsor

 Many colleges of education are adopting co-teaching as a strategy for teacher candidate field work. Drama education is a collaborative methodology, rarely taught in Ontario… (more)

Subjects/Keywords: community of praxis; co-teaching; drama education; drama praxis; pre-service co-teaching; student teaching

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APA (6th Edition):

Dougall, Z. (2019). Enhancing Co-teaching Collaborations Through Drama Education: Exploring Challenges and Possibilities of a Drama Praxis Framework for Co-teaching. (Masters Thesis). University of Windsor. Retrieved from https://scholar.uwindsor.ca/etd/7699

Chicago Manual of Style (16th Edition):

Dougall, Zach. “Enhancing Co-teaching Collaborations Through Drama Education: Exploring Challenges and Possibilities of a Drama Praxis Framework for Co-teaching.” 2019. Masters Thesis, University of Windsor. Accessed October 16, 2019. https://scholar.uwindsor.ca/etd/7699.

MLA Handbook (7th Edition):

Dougall, Zach. “Enhancing Co-teaching Collaborations Through Drama Education: Exploring Challenges and Possibilities of a Drama Praxis Framework for Co-teaching.” 2019. Web. 16 Oct 2019.

Vancouver:

Dougall Z. Enhancing Co-teaching Collaborations Through Drama Education: Exploring Challenges and Possibilities of a Drama Praxis Framework for Co-teaching. [Internet] [Masters thesis]. University of Windsor; 2019. [cited 2019 Oct 16]. Available from: https://scholar.uwindsor.ca/etd/7699.

Council of Science Editors:

Dougall Z. Enhancing Co-teaching Collaborations Through Drama Education: Exploring Challenges and Possibilities of a Drama Praxis Framework for Co-teaching. [Masters Thesis]. University of Windsor; 2019. Available from: https://scholar.uwindsor.ca/etd/7699


University of Oklahoma

16. Wells, Cacey. MATHEMATICS TEACHING IN AN URBAN SCHOOL: A CASE STUDY OF TWO TEACHERS.

Degree: PhD, 2019, University of Oklahoma

 Authentic teaching and learning practices have been part of the educational landscape for over two decades and include student-centered approaches such as construction of knowledge,… (more)

Subjects/Keywords: Authentic Teaching; Culturally Relevant Teaching; Co-created Classrooms; Teaching with Care

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Wells, C. (2019). MATHEMATICS TEACHING IN AN URBAN SCHOOL: A CASE STUDY OF TWO TEACHERS. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319564

Chicago Manual of Style (16th Edition):

Wells, Cacey. “MATHEMATICS TEACHING IN AN URBAN SCHOOL: A CASE STUDY OF TWO TEACHERS.” 2019. Doctoral Dissertation, University of Oklahoma. Accessed October 16, 2019. http://hdl.handle.net/11244/319564.

MLA Handbook (7th Edition):

Wells, Cacey. “MATHEMATICS TEACHING IN AN URBAN SCHOOL: A CASE STUDY OF TWO TEACHERS.” 2019. Web. 16 Oct 2019.

Vancouver:

Wells C. MATHEMATICS TEACHING IN AN URBAN SCHOOL: A CASE STUDY OF TWO TEACHERS. [Internet] [Doctoral dissertation]. University of Oklahoma; 2019. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/11244/319564.

Council of Science Editors:

Wells C. MATHEMATICS TEACHING IN AN URBAN SCHOOL: A CASE STUDY OF TWO TEACHERS. [Doctoral Dissertation]. University of Oklahoma; 2019. Available from: http://hdl.handle.net/11244/319564


University of Exeter

17. Xanthopoulou, Pinelopi. Co-teaching/co-education in Greek secondary mainstream classrooms, from the perspective of co-teachers and children with special educational needs.

Degree: PhD, 2017, University of Exeter

Co-teaching as an inclusive educational model is a new approach in Greece which aims to support the inclusion of children with special educational needs (SEN)… (more)

Subjects/Keywords: co-teaching; implementation; perceptions; co-teachers; children with SEN

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Xanthopoulou, P. (2017). Co-teaching/co-education in Greek secondary mainstream classrooms, from the perspective of co-teachers and children with special educational needs. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/32458

Chicago Manual of Style (16th Edition):

Xanthopoulou, Pinelopi. “Co-teaching/co-education in Greek secondary mainstream classrooms, from the perspective of co-teachers and children with special educational needs.” 2017. Doctoral Dissertation, University of Exeter. Accessed October 16, 2019. http://hdl.handle.net/10871/32458.

MLA Handbook (7th Edition):

Xanthopoulou, Pinelopi. “Co-teaching/co-education in Greek secondary mainstream classrooms, from the perspective of co-teachers and children with special educational needs.” 2017. Web. 16 Oct 2019.

Vancouver:

Xanthopoulou P. Co-teaching/co-education in Greek secondary mainstream classrooms, from the perspective of co-teachers and children with special educational needs. [Internet] [Doctoral dissertation]. University of Exeter; 2017. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/10871/32458.

Council of Science Editors:

Xanthopoulou P. Co-teaching/co-education in Greek secondary mainstream classrooms, from the perspective of co-teachers and children with special educational needs. [Doctoral Dissertation]. University of Exeter; 2017. Available from: http://hdl.handle.net/10871/32458


Georgia State University

18. Gayle, Nicola A. An Examination of Pre-K Co-Teacher’s’ Perceptions and Self-Efficacy in their Present Co-teaching Experiences.

Degree: Doctor of Education (EdD), Early Childhood Education, 2018, Georgia State University

  ABSTRACT This explanatory sequential mixed-methods study focused on pre-K co-teachers’ perceptions of co-teaching, the similarities and differences between special and general education co-teachers’ perceptions… (more)

Subjects/Keywords: Pre-K; Co-teaching; Co-teachers; Perceptions; Self-Efficacy

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Gayle, N. A. (2018). An Examination of Pre-K Co-Teacher’s’ Perceptions and Self-Efficacy in their Present Co-teaching Experiences. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/ece_diss/38

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Gayle, Nicola A. “An Examination of Pre-K Co-Teacher’s’ Perceptions and Self-Efficacy in their Present Co-teaching Experiences.” 2018. Thesis, Georgia State University. Accessed October 16, 2019. https://scholarworks.gsu.edu/ece_diss/38.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Gayle, Nicola A. “An Examination of Pre-K Co-Teacher’s’ Perceptions and Self-Efficacy in their Present Co-teaching Experiences.” 2018. Web. 16 Oct 2019.

Vancouver:

Gayle NA. An Examination of Pre-K Co-Teacher’s’ Perceptions and Self-Efficacy in their Present Co-teaching Experiences. [Internet] [Thesis]. Georgia State University; 2018. [cited 2019 Oct 16]. Available from: https://scholarworks.gsu.edu/ece_diss/38.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gayle NA. An Examination of Pre-K Co-Teacher’s’ Perceptions and Self-Efficacy in their Present Co-teaching Experiences. [Thesis]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/ece_diss/38

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

19. 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… (more)

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 October 16, 2019. 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. 16 Oct 2019.

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 2019 Oct 16]. 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

20. Chapple, James W. Co-teaching: From Obstacles to Opportunities.

Degree: EdD, College of Education, 2009, Ashland University

 The purpose of this study was to identify the obstacles to implementing successful co-teaching teams between general and special education teachers. The research questions were… (more)

Subjects/Keywords: Education; Special Education; Co-teaching; inclusive education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Chapple, J. W. (2009). Co-teaching: From Obstacles to Opportunities. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1238966807

Chicago Manual of Style (16th Edition):

Chapple, James W. “Co-teaching: From Obstacles to Opportunities.” 2009. Doctoral Dissertation, Ashland University. Accessed October 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1238966807.

MLA Handbook (7th Edition):

Chapple, James W. “Co-teaching: From Obstacles to Opportunities.” 2009. Web. 16 Oct 2019.

Vancouver:

Chapple JW. Co-teaching: From Obstacles to Opportunities. [Internet] [Doctoral dissertation]. Ashland University; 2009. [cited 2019 Oct 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1238966807.

Council of Science Editors:

Chapple JW. Co-teaching: From Obstacles to Opportunities. [Doctoral Dissertation]. Ashland University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1238966807

21. Dunn Gammarano, Wendy Lee. Supporting and Supervising Co-Teaching: Best Practices for Assistant Principals at a Large, Southern California, Comprehensive High School .

Degree: 2017, California State University – San Marcos

 The purpose of this study is to determine essential best practices for administrators to use when supporting co-teaching. The participants were five assistant principals in… (more)

Subjects/Keywords: co-teaching; inclusion; assistant principal; administrator; supervision

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Dunn Gammarano, W. L. (2017). Supporting and Supervising Co-Teaching: Best Practices for Assistant Principals at a Large, Southern California, Comprehensive High School . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/194760

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dunn Gammarano, Wendy Lee. “Supporting and Supervising Co-Teaching: Best Practices for Assistant Principals at a Large, Southern California, Comprehensive High School .” 2017. Thesis, California State University – San Marcos. Accessed October 16, 2019. http://hdl.handle.net/10211.3/194760.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dunn Gammarano, Wendy Lee. “Supporting and Supervising Co-Teaching: Best Practices for Assistant Principals at a Large, Southern California, Comprehensive High School .” 2017. Web. 16 Oct 2019.

Vancouver:

Dunn Gammarano WL. Supporting and Supervising Co-Teaching: Best Practices for Assistant Principals at a Large, Southern California, Comprehensive High School . [Internet] [Thesis]. California State University – San Marcos; 2017. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/10211.3/194760.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dunn Gammarano WL. Supporting and Supervising Co-Teaching: Best Practices for Assistant Principals at a Large, Southern California, Comprehensive High School . [Thesis]. California State University – San Marcos; 2017. Available from: http://hdl.handle.net/10211.3/194760

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Virginia Tech

22. Yearout, Rebecca Lee. The Experience of Co-teaching Elementary School Teachers in a Rural Public School District.

Degree: EdD, Educational Leadership and Policy Studies, 2016, Virginia Tech

 As a result of recent federal legislative changes affecting educational policies, co-teaching, which requires general and special educators to work together to provide instruction to… (more)

Subjects/Keywords: co-teaching; collaboration; inclusion; elementary school; rural

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Yearout, R. L. (2016). The Experience of Co-teaching Elementary School Teachers in a Rural Public School District. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/83390

Chicago Manual of Style (16th Edition):

Yearout, Rebecca Lee. “The Experience of Co-teaching Elementary School Teachers in a Rural Public School District.” 2016. Doctoral Dissertation, Virginia Tech. Accessed October 16, 2019. http://hdl.handle.net/10919/83390.

MLA Handbook (7th Edition):

Yearout, Rebecca Lee. “The Experience of Co-teaching Elementary School Teachers in a Rural Public School District.” 2016. Web. 16 Oct 2019.

Vancouver:

Yearout RL. The Experience of Co-teaching Elementary School Teachers in a Rural Public School District. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/10919/83390.

Council of Science Editors:

Yearout RL. The Experience of Co-teaching Elementary School Teachers in a Rural Public School District. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/83390


University of Rochester

23. Ashton, Jennifer L. (1971 - ). Surviving inclusion : a critical discourse analysis of a middle school co-teaching relationship.

Degree: PhD, 2010, University of Rochester

 Since the passage of PL 94-142, also known as the Education of All Handicapped Children Act, in 1975, special and general educators have been urged… (more)

Subjects/Keywords: Inclusion; Critical discourse analysis; Co-teaching

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APA (6th Edition):

Ashton, J. L. (. -. ). (2010). Surviving inclusion : a critical discourse analysis of a middle school co-teaching relationship. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/12382

Chicago Manual of Style (16th Edition):

Ashton, Jennifer L (1971 - ). “Surviving inclusion : a critical discourse analysis of a middle school co-teaching relationship.” 2010. Doctoral Dissertation, University of Rochester. Accessed October 16, 2019. http://hdl.handle.net/1802/12382.

MLA Handbook (7th Edition):

Ashton, Jennifer L (1971 - ). “Surviving inclusion : a critical discourse analysis of a middle school co-teaching relationship.” 2010. Web. 16 Oct 2019.

Vancouver:

Ashton JL(-). Surviving inclusion : a critical discourse analysis of a middle school co-teaching relationship. [Internet] [Doctoral dissertation]. University of Rochester; 2010. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/1802/12382.

Council of Science Editors:

Ashton JL(-). Surviving inclusion : a critical discourse analysis of a middle school co-teaching relationship. [Doctoral Dissertation]. University of Rochester; 2010. Available from: http://hdl.handle.net/1802/12382


Purdue University

24. Zartman, Krista. Understanding co-teaching and related self-efficacy change in student teachers who co-teach.

Degree: PhD, Curriculum & Instruction, 2015, Purdue University

 This study’s purpose was twofold. First, I sought to understand and document the experience of co-teaching as a student teacher as it is currently being… (more)

Subjects/Keywords: co-teaching; demonstration teaching; pre-service teachers; self-efficacy; student teaching; team teaching

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Zartman, K. (2015). Understanding co-teaching and related self-efficacy change in student teachers who co-teach. (Doctoral Dissertation). Purdue University. Retrieved from https://docs.lib.purdue.edu/open_access_dissertations/1439

Chicago Manual of Style (16th Edition):

Zartman, Krista. “Understanding co-teaching and related self-efficacy change in student teachers who co-teach.” 2015. Doctoral Dissertation, Purdue University. Accessed October 16, 2019. https://docs.lib.purdue.edu/open_access_dissertations/1439.

MLA Handbook (7th Edition):

Zartman, Krista. “Understanding co-teaching and related self-efficacy change in student teachers who co-teach.” 2015. Web. 16 Oct 2019.

Vancouver:

Zartman K. Understanding co-teaching and related self-efficacy change in student teachers who co-teach. [Internet] [Doctoral dissertation]. Purdue University; 2015. [cited 2019 Oct 16]. Available from: https://docs.lib.purdue.edu/open_access_dissertations/1439.

Council of Science Editors:

Zartman K. Understanding co-teaching and related self-efficacy change in student teachers who co-teach. [Doctoral Dissertation]. Purdue University; 2015. Available from: https://docs.lib.purdue.edu/open_access_dissertations/1439


NSYSU

25. Chiang, Chia-chein. Effects of Native and Non-native Speaker Co-teaching on Elementary School Students' English Learning Attitude and Motivation.

Degree: Master, Education, 2012, NSYSU

 In 2008, Kaohsiung City launched an English co-teaching program, which annually recruits 12 young American college graduates to promote English language instruction and cultural exchange.… (more)

Subjects/Keywords: English learning motivation; English learning attitude; English teaching assistant; co-teaching

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APA (6th Edition):

Chiang, C. (2012). Effects of Native and Non-native Speaker Co-teaching on Elementary School Students' English Learning Attitude and Motivation. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0913112-093750

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Chiang, Chia-chein. “Effects of Native and Non-native Speaker Co-teaching on Elementary School Students' English Learning Attitude and Motivation.” 2012. Thesis, NSYSU. Accessed October 16, 2019. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0913112-093750.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Chiang, Chia-chein. “Effects of Native and Non-native Speaker Co-teaching on Elementary School Students' English Learning Attitude and Motivation.” 2012. Web. 16 Oct 2019.

Vancouver:

Chiang C. Effects of Native and Non-native Speaker Co-teaching on Elementary School Students' English Learning Attitude and Motivation. [Internet] [Thesis]. NSYSU; 2012. [cited 2019 Oct 16]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0913112-093750.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chiang C. Effects of Native and Non-native Speaker Co-teaching on Elementary School Students' English Learning Attitude and Motivation. [Thesis]. NSYSU; 2012. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0913112-093750

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

26. McCrummen, Denise. Student achievement in a co-teaching service delivery model in special education.

Degree: PhD, Special Education, 2015, Texas Woman's University

 Federal legislation requires that all students with disabilities have access to the general education curriculum and be included in teachers’ accountability for achievement outcomes. The… (more)

Subjects/Keywords: Teaching teams; Special education; Education; Achievement; Co-teaching; Standardized assessment

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

McCrummen, D. (2015). Student achievement in a co-teaching service delivery model in special education. (Doctoral Dissertation). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/8640

Chicago Manual of Style (16th Edition):

McCrummen, Denise. “Student achievement in a co-teaching service delivery model in special education.” 2015. Doctoral Dissertation, Texas Woman's University. Accessed October 16, 2019. http://hdl.handle.net/11274/8640.

MLA Handbook (7th Edition):

McCrummen, Denise. “Student achievement in a co-teaching service delivery model in special education.” 2015. Web. 16 Oct 2019.

Vancouver:

McCrummen D. Student achievement in a co-teaching service delivery model in special education. [Internet] [Doctoral dissertation]. Texas Woman's University; 2015. [cited 2019 Oct 16]. Available from: http://hdl.handle.net/11274/8640.

Council of Science Editors:

McCrummen D. Student achievement in a co-teaching service delivery model in special education. [Doctoral Dissertation]. Texas Woman's University; 2015. Available from: http://hdl.handle.net/11274/8640


Brigham Young University

27. Gagnier, Garth. Understanding the Tensions That Exist Between Two Co-Teachers Education Classroom Using Positioning.

Degree: MA, 2010, Brigham Young University

 The purpose of this study was to explore the tensions that existed between my co-teaching partner and me while working together during the last four… (more)

Subjects/Keywords: Co-teaching; Team Teaching; Positioning Theory; Teacher Education and Professional Development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Gagnier, G. (2010). Understanding the Tensions That Exist Between Two Co-Teachers Education Classroom Using Positioning. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3574&context=etd

Chicago Manual of Style (16th Edition):

Gagnier, Garth. “Understanding the Tensions That Exist Between Two Co-Teachers Education Classroom Using Positioning.” 2010. Masters Thesis, Brigham Young University. Accessed October 16, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3574&context=etd.

MLA Handbook (7th Edition):

Gagnier, Garth. “Understanding the Tensions That Exist Between Two Co-Teachers Education Classroom Using Positioning.” 2010. Web. 16 Oct 2019.

Vancouver:

Gagnier G. Understanding the Tensions That Exist Between Two Co-Teachers Education Classroom Using Positioning. [Internet] [Masters thesis]. Brigham Young University; 2010. [cited 2019 Oct 16]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3574&context=etd.

Council of Science Editors:

Gagnier G. Understanding the Tensions That Exist Between Two Co-Teachers Education Classroom Using Positioning. [Masters Thesis]. Brigham Young University; 2010. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3574&context=etd


University of Kentucky

28. Ackerman, Kera B. Examining the Efficacy of Co-Teaching at the Secondary Level: Special Educators' Perceptions of Their Productivity as Co-Teachers.

Degree: 2017, University of Kentucky

 For decades, federal legislation has mandated the education of students with disabilities to be in their least restrictive environment. Nationally, this has resulted in more… (more)

Subjects/Keywords: co-teaching; mild disabilities; secondary; perceptions; efficacy; Special Education and Teaching

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ackerman, K. B. (2017). Examining the Efficacy of Co-Teaching at the Secondary Level: Special Educators' Perceptions of Their Productivity as Co-Teachers. (Doctoral Dissertation). University of Kentucky. Retrieved from https://uknowledge.uky.edu/edsrc_etds/39

Chicago Manual of Style (16th Edition):

Ackerman, Kera B. “Examining the Efficacy of Co-Teaching at the Secondary Level: Special Educators' Perceptions of Their Productivity as Co-Teachers.” 2017. Doctoral Dissertation, University of Kentucky. Accessed October 16, 2019. https://uknowledge.uky.edu/edsrc_etds/39.

MLA Handbook (7th Edition):

Ackerman, Kera B. “Examining the Efficacy of Co-Teaching at the Secondary Level: Special Educators' Perceptions of Their Productivity as Co-Teachers.” 2017. Web. 16 Oct 2019.

Vancouver:

Ackerman KB. Examining the Efficacy of Co-Teaching at the Secondary Level: Special Educators' Perceptions of Their Productivity as Co-Teachers. [Internet] [Doctoral dissertation]. University of Kentucky; 2017. [cited 2019 Oct 16]. Available from: https://uknowledge.uky.edu/edsrc_etds/39.

Council of Science Editors:

Ackerman KB. Examining the Efficacy of Co-Teaching at the Secondary Level: Special Educators' Perceptions of Their Productivity as Co-Teachers. [Doctoral Dissertation]. University of Kentucky; 2017. Available from: https://uknowledge.uky.edu/edsrc_etds/39

29. Henley, Mary Alice. Observation and Coaching As a Professional Learning Model To Support the Implementation of Co-teaching.

Degree: PhD, Leadership PhD, 2016, Andrews University

  Purpose This qualitative study provides a description of a professional learning model using observation and coaching for teachers who participated in training regarding coteaching… (more)

Subjects/Keywords: Co-teaching; Observation; Coaching; Learning Model; Elementary Education and Teaching; Secondary Education and Teaching

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Henley, M. A. (2016). Observation and Coaching As a Professional Learning Model To Support the Implementation of Co-teaching. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/1601

Chicago Manual of Style (16th Edition):

Henley, Mary Alice. “Observation and Coaching As a Professional Learning Model To Support the Implementation of Co-teaching.” 2016. Doctoral Dissertation, Andrews University. Accessed October 16, 2019. https://digitalcommons.andrews.edu/dissertations/1601.

MLA Handbook (7th Edition):

Henley, Mary Alice. “Observation and Coaching As a Professional Learning Model To Support the Implementation of Co-teaching.” 2016. Web. 16 Oct 2019.

Vancouver:

Henley MA. Observation and Coaching As a Professional Learning Model To Support the Implementation of Co-teaching. [Internet] [Doctoral dissertation]. Andrews University; 2016. [cited 2019 Oct 16]. Available from: https://digitalcommons.andrews.edu/dissertations/1601.

Council of Science Editors:

Henley MA. Observation and Coaching As a Professional Learning Model To Support the Implementation of Co-teaching. [Doctoral Dissertation]. Andrews University; 2016. Available from: https://digitalcommons.andrews.edu/dissertations/1601


Liberty University

30. Bingham, Jarrod. The Impact of Co-Teaching on Mathematics Achievement of Middle School General Education Students.

Degree: 2019, Liberty University

 To accommodate the presence of special education students in general education classrooms, many schools have implemented collaborative teaching or co-teaching, a model in which two… (more)

Subjects/Keywords: Co-teaching; Collaborative Teaching; Middle Grades; Mathematics; Special Education; Inclusion; Education; Special Education and Teaching

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bingham, J. (2019). The Impact of Co-Teaching on Mathematics Achievement of Middle School General Education Students. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2014

Chicago Manual of Style (16th Edition):

Bingham, Jarrod. “The Impact of Co-Teaching on Mathematics Achievement of Middle School General Education Students.” 2019. Doctoral Dissertation, Liberty University. Accessed October 16, 2019. https://digitalcommons.liberty.edu/doctoral/2014.

MLA Handbook (7th Edition):

Bingham, Jarrod. “The Impact of Co-Teaching on Mathematics Achievement of Middle School General Education Students.” 2019. Web. 16 Oct 2019.

Vancouver:

Bingham J. The Impact of Co-Teaching on Mathematics Achievement of Middle School General Education Students. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2019 Oct 16]. Available from: https://digitalcommons.liberty.edu/doctoral/2014.

Council of Science Editors:

Bingham J. The Impact of Co-Teaching on Mathematics Achievement of Middle School General Education Students. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/2014

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