Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:(co teaching). Showing records 1 – 30 of 209 total matches.

[1] [2] [3] [4] [5] [6] [7]

Search Limiters

Last 2 Years | English Only

Degrees

Levels

Languages

Country

▼ Search Limiters

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 February 16, 2020. 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 Feb 2020.

Vancouver:

Stumpf JA. A Case Study of Co-Teaching Practices in Minnesota. [Internet] [Doctoral dissertation]. St. Cloud State University; 2015. [cited 2020 Feb 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 February 16, 2020. 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 Feb 2020.

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 2020 Feb 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 February 16, 2020. 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 Feb 2020.

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 2020 Feb 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 February 16, 2020. 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 Feb 2020.

Vancouver:

Soriano S. Students as Co-Teachers . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2020 Feb 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 February 16, 2020. http://hdl.handle.net/2047/d20004982.

MLA Handbook (7th Edition):

Jarvis, Michael Anthony. “Feasible interventions:: bridging the gap between co-teachers.” 2014. Web. 16 Feb 2020.

Vancouver:

Jarvis MA. Feasible interventions:: bridging the gap between co-teachers. [Internet] [Masters thesis]. Northeastern University; 2014. [cited 2020 Feb 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 February 16, 2020. 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 Feb 2020.

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 2020 Feb 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 February 16, 2020. 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 Feb 2020.

Vancouver:

Oakley J. Building a Partnership: Strategies for General Education Teacher and Paraeducator Co-Teaching . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2020 Feb 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 February 16, 2020. 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 Feb 2020.

Vancouver:

Birk D. Co-Teaching Math at the Secondary Level . [Internet] [Thesis]. California State University – San Marcos; 2014. [cited 2020 Feb 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 February 16, 2020. 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 Feb 2020.

Vancouver:

Eschete CL. Engagement Levels During Implementation of Co-Teaching Models. [Internet] [Doctoral dissertation]. Louisiana State University; 2015. [cited 2020 Feb 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 February 16, 2020. 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 Feb 2020.

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 2020 Feb 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 February 16, 2020. http://hdl.handle.net/2148/1027.

MLA Handbook (7th Edition):

Kison, Suzanne. “Motivating factors for cooperative team teaching in inclusive classrooms.” 2012. Web. 16 Feb 2020.

Vancouver:

Kison S. Motivating factors for cooperative team teaching in inclusive classrooms. [Internet] [Masters thesis]. Humboldt State University; 2012. [cited 2020 Feb 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 Professionals' 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hedrick, S. I. (2010). An Analysis of Professionals' 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 Professionals' Readiness to Supervise and Participate in Co-teaching Arrangements in Virginia Public Schools.” 2010. Doctoral Dissertation, Virginia Tech. Accessed February 16, 2020. http://hdl.handle.net/10919/30132.

MLA Handbook (7th Edition):

Hedrick, Sandra I. “An Analysis of Professionals' Readiness to Supervise and Participate in Co-teaching Arrangements in Virginia Public Schools.” 2010. Web. 16 Feb 2020.

Vancouver:

Hedrick SI. An Analysis of Professionals' Readiness to Supervise and Participate in Co-teaching Arrangements in Virginia Public Schools. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2020 Feb 16]. Available from: http://hdl.handle.net/10919/30132.

Council of Science Editors:

Hedrick SI. An Analysis of Professionals' 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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://doi.org/10.25772/JSSY-3V48 ; 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 February 16, 2020. https://doi.org/10.25772/JSSY-3V48 ; 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 Feb 2020.

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 2020 Feb 16]. Available from: https://doi.org/10.25772/JSSY-3V48 ; 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://doi.org/10.25772/JSSY-3V48 ; 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 February 16, 2020. 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 Feb 2020.

Vancouver:

Harper CL. Perceptions of the co-teaching experience: Examining the views of teaching staff and students. [Internet] [Masters thesis]. Marietta College; 2009. [cited 2020 Feb 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 February 16, 2020. 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 Feb 2020.

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 2020 Feb 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 February 16, 2020. 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 Feb 2020.

Vancouver:

Wells C. MATHEMATICS TEACHING IN AN URBAN SCHOOL: A CASE STUDY OF TWO TEACHERS. [Internet] [Doctoral dissertation]. University of Oklahoma; 2019. [cited 2020 Feb 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 February 16, 2020. 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 Feb 2020.

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 2020 Feb 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

18. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 February 16, 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. 16 Feb 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 Feb 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


Georgia State University

19. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 February 16, 2020. 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 Feb 2020.

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 2020 Feb 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


University of Rochester

20. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 February 16, 2020. 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 Feb 2020.

Vancouver:

Ashton JL(-). Surviving inclusion : a critical discourse analysis of a middle school co-teaching relationship. [Internet] [Doctoral dissertation]. University of Rochester; 2010. [cited 2020 Feb 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

21. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 February 16, 2020. 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 Feb 2020.

Vancouver:

Chapple JW. Co-teaching: From Obstacles to Opportunities. [Internet] [Doctoral dissertation]. Ashland University; 2009. [cited 2020 Feb 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

22. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 February 16, 2020. 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 Feb 2020.

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 2020 Feb 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

23. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 February 16, 2020. 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 Feb 2020.

Vancouver:

Yearout RL. The Experience of Co-teaching Elementary School Teachers in a Rural Public School District. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2020 Feb 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


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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 February 16, 2020. 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 Feb 2020.

Vancouver:

Zartman K. Understanding co-teaching and related self-efficacy change in student teachers who co-teach. [Internet] [Doctoral dissertation]. Purdue University; 2015. [cited 2020 Feb 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

25. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 February 16, 2020. 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 Feb 2020.

Vancouver:

McCrummen D. Student achievement in a co-teaching service delivery model in special education. [Internet] [Doctoral dissertation]. Texas Woman's University; 2015. [cited 2020 Feb 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


NSYSU

26. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 February 16, 2020. 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 Feb 2020.

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 2020 Feb 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


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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 February 16, 2020. 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 Feb 2020.

Vancouver:

Gagnier G. Understanding the Tensions That Exist Between Two Co-Teachers Education Classroom Using Positioning. [Internet] [Masters thesis]. Brigham Young University; 2010. [cited 2020 Feb 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


Liberty University

28. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 February 16, 2020. 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 Feb 2020.

Vancouver:

Bingham J. The Impact of Co-Teaching on Mathematics Achievement of Middle School General Education Students. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2020 Feb 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

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 February 16, 2020. 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 Feb 2020.

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 2020 Feb 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

30. Mavropalias, Tryfon. Αξιολόγηση του προγράμματος της Παράλληλης Στήριξης.

Degree: 2013, University of Western Macedonia; Πανεπιστήμιο Δυτικής Μακεδονίας

In Greece, co-teaching, in the form of parallel support, is a relatively new special education service delivery model for students with disabilities. The purpose of… (more)

Subjects/Keywords: Συνδιδασκαλία; Παράλληλη στήριξη; Συνδιδάσκαλοι; Συνεργασία; Ένταξη; Co-teaching; Parallel support; Co-teachers; Collaboration; Inclusion

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mavropalias, T. (2013). Αξιολόγηση του προγράμματος της Παράλληλης Στήριξης. (Thesis). University of Western Macedonia; Πανεπιστήμιο Δυτικής Μακεδονίας. Retrieved from http://hdl.handle.net/10442/hedi/30262

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):

Mavropalias, Tryfon. “Αξιολόγηση του προγράμματος της Παράλληλης Στήριξης.” 2013. Thesis, University of Western Macedonia; Πανεπιστήμιο Δυτικής Μακεδονίας. Accessed February 16, 2020. http://hdl.handle.net/10442/hedi/30262.

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

MLA Handbook (7th Edition):

Mavropalias, Tryfon. “Αξιολόγηση του προγράμματος της Παράλληλης Στήριξης.” 2013. Web. 16 Feb 2020.

Vancouver:

Mavropalias T. Αξιολόγηση του προγράμματος της Παράλληλης Στήριξης. [Internet] [Thesis]. University of Western Macedonia; Πανεπιστήμιο Δυτικής Μακεδονίας; 2013. [cited 2020 Feb 16]. Available from: http://hdl.handle.net/10442/hedi/30262.

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

Council of Science Editors:

Mavropalias T. Αξιολόγηση του προγράμματος της Παράλληλης Στήριξης. [Thesis]. University of Western Macedonia; Πανεπιστήμιο Δυτικής Μακεδονίας; 2013. Available from: http://hdl.handle.net/10442/hedi/30262

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

[1] [2] [3] [4] [5] [6] [7]

.