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You searched for subject:(co teaching). Showing records 61 – 90 of 213 total matches.

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University of Wisconsin – Milwaukee

61. Tandon, Bharti. Exploration of a Special Educator's Contributions to Co-Teaching in Relation to Content and Pedagogical Content Knowledge.

Degree: PhD, Urban Education, 2013, University of Wisconsin – Milwaukee

  This was an exploratory case-study of a high performing co-teaching team at the high school level. The team consisted of a special educator and… (more)

Subjects/Keywords: Case Study; Content Knowledge; Contributions of a Special Educator; Co-Teaching; High Performing Co-Teaching Team; Pedagogical Content Knowledge; Special Education and Teaching

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APA (6th Edition):

Tandon, B. (2013). Exploration of a Special Educator's Contributions to Co-Teaching in Relation to Content and Pedagogical Content Knowledge. (Doctoral Dissertation). University of Wisconsin – Milwaukee. Retrieved from https://dc.uwm.edu/etd/390

Chicago Manual of Style (16th Edition):

Tandon, Bharti. “Exploration of a Special Educator's Contributions to Co-Teaching in Relation to Content and Pedagogical Content Knowledge.” 2013. Doctoral Dissertation, University of Wisconsin – Milwaukee. Accessed April 02, 2020. https://dc.uwm.edu/etd/390.

MLA Handbook (7th Edition):

Tandon, Bharti. “Exploration of a Special Educator's Contributions to Co-Teaching in Relation to Content and Pedagogical Content Knowledge.” 2013. Web. 02 Apr 2020.

Vancouver:

Tandon B. Exploration of a Special Educator's Contributions to Co-Teaching in Relation to Content and Pedagogical Content Knowledge. [Internet] [Doctoral dissertation]. University of Wisconsin – Milwaukee; 2013. [cited 2020 Apr 02]. Available from: https://dc.uwm.edu/etd/390.

Council of Science Editors:

Tandon B. Exploration of a Special Educator's Contributions to Co-Teaching in Relation to Content and Pedagogical Content Knowledge. [Doctoral Dissertation]. University of Wisconsin – Milwaukee; 2013. Available from: https://dc.uwm.edu/etd/390


KTH

62. Radenkovic, Maria. Leder tvålärarskapet till en mer inkluderande undervisning : Vad anser lärarna.

Degree: Learning, 2017, KTH

Inkludering är något som nämns ofta och har blivit ett centralt begrepp. Många ser på inkludering ur en placeringsdefinition, att placera elever som tidigare… (more)

Subjects/Keywords: Inclusion; Participation; Collaborative teaching; Co-teaching; mathematics; Inkludering; delaktighet; tvålärarsystem; samundervisning; co-teaching; matematik; Engineering and Technology; Teknik och teknologier; Mathematics; Matematik; Learning; Lärande

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APA (6th Edition):

Radenkovic, M. (2017). Leder tvålärarskapet till en mer inkluderande undervisning : Vad anser lärarna. (Thesis). KTH. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-227162

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):

Radenkovic, Maria. “Leder tvålärarskapet till en mer inkluderande undervisning : Vad anser lärarna.” 2017. Thesis, KTH. Accessed April 02, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-227162.

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

MLA Handbook (7th Edition):

Radenkovic, Maria. “Leder tvålärarskapet till en mer inkluderande undervisning : Vad anser lärarna.” 2017. Web. 02 Apr 2020.

Vancouver:

Radenkovic M. Leder tvålärarskapet till en mer inkluderande undervisning : Vad anser lärarna. [Internet] [Thesis]. KTH; 2017. [cited 2020 Apr 02]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-227162.

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

Council of Science Editors:

Radenkovic M. Leder tvålärarskapet till en mer inkluderande undervisning : Vad anser lärarna. [Thesis]. KTH; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-227162

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


University of California – Berkeley

63. Daniels, Brent Anthony. Inclusive-Minded Planning for Adept Co-Teaching (IMPACT): The IMPACT Model for Improving Co-Teacher Collaboration for the Inclusive Classroom.

Degree: Education, 2016, University of California – Berkeley

Co-teaching is a strategy that some schools use to narrow the disparity of achievement outcomes for students with disabilities. Co-teaching is broadly defined in the… (more)

Subjects/Keywords: Educational leadership; Educational administration; Education; co-teachers; co-teaching; high school; inclusion; secondary education; special education

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APA (6th Edition):

Daniels, B. A. (2016). Inclusive-Minded Planning for Adept Co-Teaching (IMPACT): The IMPACT Model for Improving Co-Teacher Collaboration for the Inclusive Classroom. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/8k99g3vn

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):

Daniels, Brent Anthony. “Inclusive-Minded Planning for Adept Co-Teaching (IMPACT): The IMPACT Model for Improving Co-Teacher Collaboration for the Inclusive Classroom.” 2016. Thesis, University of California – Berkeley. Accessed April 02, 2020. http://www.escholarship.org/uc/item/8k99g3vn.

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

MLA Handbook (7th Edition):

Daniels, Brent Anthony. “Inclusive-Minded Planning for Adept Co-Teaching (IMPACT): The IMPACT Model for Improving Co-Teacher Collaboration for the Inclusive Classroom.” 2016. Web. 02 Apr 2020.

Vancouver:

Daniels BA. Inclusive-Minded Planning for Adept Co-Teaching (IMPACT): The IMPACT Model for Improving Co-Teacher Collaboration for the Inclusive Classroom. [Internet] [Thesis]. University of California – Berkeley; 2016. [cited 2020 Apr 02]. Available from: http://www.escholarship.org/uc/item/8k99g3vn.

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

Council of Science Editors:

Daniels BA. Inclusive-Minded Planning for Adept Co-Teaching (IMPACT): The IMPACT Model for Improving Co-Teacher Collaboration for the Inclusive Classroom. [Thesis]. University of California – Berkeley; 2016. Available from: http://www.escholarship.org/uc/item/8k99g3vn

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

64. Combes, Christelle. La co-intervention à l’école primaire comme source de l’activité des professeurs ? : Contribution à une ergonomie de l’activité enseignante : Co-teaching in elementary school as source of the activity of the professors ? : A contribution for teaching activity ergonomics.

Degree: Docteur es, Sciences de l'éducation, 2014, Aix Marseille Université

L’objet de la thèse est d’étudier l’activité de travail de professeurs engagés dans un nouveau dispositif : la co-intervention. En France, la réussite de tous… (more)

Subjects/Keywords: Co-Intervention; Ergonomie de l’activité; Activité conjointe; Autoconfrontation; Difficulté d’apprentissage; Co-Teaching; Activity ergonomics; Joint activity; Selfconfrontation; Learning difficulty

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APA (6th Edition):

Combes, C. (2014). La co-intervention à l’école primaire comme source de l’activité des professeurs ? : Contribution à une ergonomie de l’activité enseignante : Co-teaching in elementary school as source of the activity of the professors ? : A contribution for teaching activity ergonomics. (Doctoral Dissertation). Aix Marseille Université. Retrieved from http://www.theses.fr/2014AIXM3086

Chicago Manual of Style (16th Edition):

Combes, Christelle. “La co-intervention à l’école primaire comme source de l’activité des professeurs ? : Contribution à une ergonomie de l’activité enseignante : Co-teaching in elementary school as source of the activity of the professors ? : A contribution for teaching activity ergonomics.” 2014. Doctoral Dissertation, Aix Marseille Université. Accessed April 02, 2020. http://www.theses.fr/2014AIXM3086.

MLA Handbook (7th Edition):

Combes, Christelle. “La co-intervention à l’école primaire comme source de l’activité des professeurs ? : Contribution à une ergonomie de l’activité enseignante : Co-teaching in elementary school as source of the activity of the professors ? : A contribution for teaching activity ergonomics.” 2014. Web. 02 Apr 2020.

Vancouver:

Combes C. La co-intervention à l’école primaire comme source de l’activité des professeurs ? : Contribution à une ergonomie de l’activité enseignante : Co-teaching in elementary school as source of the activity of the professors ? : A contribution for teaching activity ergonomics. [Internet] [Doctoral dissertation]. Aix Marseille Université 2014. [cited 2020 Apr 02]. Available from: http://www.theses.fr/2014AIXM3086.

Council of Science Editors:

Combes C. La co-intervention à l’école primaire comme source de l’activité des professeurs ? : Contribution à une ergonomie de l’activité enseignante : Co-teaching in elementary school as source of the activity of the professors ? : A contribution for teaching activity ergonomics. [Doctoral Dissertation]. Aix Marseille Université 2014. Available from: http://www.theses.fr/2014AIXM3086


Universidad de Navarra

65. [No author]. El trabajo cooperativo y la co-docencia como respuestas metodológicas a las necesidades educativas actuales .

Degree: 2019, Universidad de Navarra

 El siglo XXI trae consigo distintos cambios sociales, el aumento de la interdependencia global, del número de sistemas democráticos, la necesidad de empresarios creativos o… (more)

Subjects/Keywords: Materias Investigacion::Educación; Aprendizaje cooperativo; Co-docencia; Innovación educativa; Metodología activa; Participación; Cooperative learning; Co-teaching; Educational Innovation; Active methodology; Participation

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APA (6th Edition):

author], [. (2019). El trabajo cooperativo y la co-docencia como respuestas metodológicas a las necesidades educativas actuales . (Thesis). Universidad de Navarra. Retrieved from http://hdl.handle.net/10171/58262

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):

author], [No. “El trabajo cooperativo y la co-docencia como respuestas metodológicas a las necesidades educativas actuales .” 2019. Thesis, Universidad de Navarra. Accessed April 02, 2020. http://hdl.handle.net/10171/58262.

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

MLA Handbook (7th Edition):

author], [No. “El trabajo cooperativo y la co-docencia como respuestas metodológicas a las necesidades educativas actuales .” 2019. Web. 02 Apr 2020.

Vancouver:

author] [. El trabajo cooperativo y la co-docencia como respuestas metodológicas a las necesidades educativas actuales . [Internet] [Thesis]. Universidad de Navarra; 2019. [cited 2020 Apr 02]. Available from: http://hdl.handle.net/10171/58262.

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

Council of Science Editors:

author] [. El trabajo cooperativo y la co-docencia como respuestas metodológicas a las necesidades educativas actuales . [Thesis]. Universidad de Navarra; 2019. Available from: http://hdl.handle.net/10171/58262

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


University of Helsinki

66. Palomäki, Anne-Maria. Opettajien roolit alakoulun samanaikaisopetuksessa.

Degree: Department of Teacher Education; Helsingfors universitet, Beteendevetenskapliga fakulteten, Institutionen för lärarutbildning, 2011, University of Helsinki

Teachers work is changing from independent work towards a collegial cooperation, and one form of cooperation can be co-teaching. Co-teaching is also discussed in the… (more)

Subjects/Keywords: co-teaching; elementary school; inclusion; web inquiry; samanaikaisopetus; alakoulu; inkluusio; verkkokysely; Special Education; Erityispedagogiikka; Specialpedagogik; co-teaching; elementary school; inclusion; web inquiry; samanaikaisopetus; alakoulu; inkluusio; verkkokysely

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

APA (6th Edition):

Palomäki, A. (2011). Opettajien roolit alakoulun samanaikaisopetuksessa. (Masters Thesis). University of Helsinki. Retrieved from http://hdl.handle.net/10138/28506

Chicago Manual of Style (16th Edition):

Palomäki, Anne-Maria. “Opettajien roolit alakoulun samanaikaisopetuksessa.” 2011. Masters Thesis, University of Helsinki. Accessed April 02, 2020. http://hdl.handle.net/10138/28506.

MLA Handbook (7th Edition):

Palomäki, Anne-Maria. “Opettajien roolit alakoulun samanaikaisopetuksessa.” 2011. Web. 02 Apr 2020.

Vancouver:

Palomäki A. Opettajien roolit alakoulun samanaikaisopetuksessa. [Internet] [Masters thesis]. University of Helsinki; 2011. [cited 2020 Apr 02]. Available from: http://hdl.handle.net/10138/28506.

Council of Science Editors:

Palomäki A. Opettajien roolit alakoulun samanaikaisopetuksessa. [Masters Thesis]. University of Helsinki; 2011. Available from: http://hdl.handle.net/10138/28506

67. Howser, Debora L. A multi-case study of secondary principal practices supporting co-teaching in the context of the least restrictive environment.

Degree: EdD, Department of Educational Leadership, 2015, Kansas State University

 Educational leadership is challenged with meeting the requirements of No Child Left Behind (NCLB) of 2001 and Individuals with Disabilities Education Improvement Act (IDEIA) of… (more)

Subjects/Keywords: Co-Teaching; Least restrictive environment; Secondary principal practices; Educational leadership; Kansas Co-Teaching Initiative; Collaborative teams; Educational leadership (0449); Secondary Education (0533); Special Education (0529)

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

APA (6th Edition):

Howser, D. L. (2015). A multi-case study of secondary principal practices supporting co-teaching in the context of the least restrictive environment. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/18955

Chicago Manual of Style (16th Edition):

Howser, Debora L. “A multi-case study of secondary principal practices supporting co-teaching in the context of the least restrictive environment.” 2015. Doctoral Dissertation, Kansas State University. Accessed April 02, 2020. http://hdl.handle.net/2097/18955.

MLA Handbook (7th Edition):

Howser, Debora L. “A multi-case study of secondary principal practices supporting co-teaching in the context of the least restrictive environment.” 2015. Web. 02 Apr 2020.

Vancouver:

Howser DL. A multi-case study of secondary principal practices supporting co-teaching in the context of the least restrictive environment. [Internet] [Doctoral dissertation]. Kansas State University; 2015. [cited 2020 Apr 02]. Available from: http://hdl.handle.net/2097/18955.

Council of Science Editors:

Howser DL. A multi-case study of secondary principal practices supporting co-teaching in the context of the least restrictive environment. [Doctoral Dissertation]. Kansas State University; 2015. Available from: http://hdl.handle.net/2097/18955


University of Washington

68. Hackett, Jacob. Socio-Historical Factors Mediating Collaborative Teaching and Learning: A Design-Based Investigation and Intervention.

Degree: PhD, 2016, University of Washington

 Collaborative (Co-) teaching is a complex instructional delivery model used to improve teaching practice in inclusive settings. The model involves multiple certified teachers – representing… (more)

Subjects/Keywords: Case Study Analysis; Co-teaching; Co-Teaching Tools; Design Based Research; Inclusion; Participatory Action Research; Education; Special education; Instructional design; education - seattle

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APA (6th Edition):

Hackett, J. (2016). Socio-Historical Factors Mediating Collaborative Teaching and Learning: A Design-Based Investigation and Intervention. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/36593

Chicago Manual of Style (16th Edition):

Hackett, Jacob. “Socio-Historical Factors Mediating Collaborative Teaching and Learning: A Design-Based Investigation and Intervention.” 2016. Doctoral Dissertation, University of Washington. Accessed April 02, 2020. http://hdl.handle.net/1773/36593.

MLA Handbook (7th Edition):

Hackett, Jacob. “Socio-Historical Factors Mediating Collaborative Teaching and Learning: A Design-Based Investigation and Intervention.” 2016. Web. 02 Apr 2020.

Vancouver:

Hackett J. Socio-Historical Factors Mediating Collaborative Teaching and Learning: A Design-Based Investigation and Intervention. [Internet] [Doctoral dissertation]. University of Washington; 2016. [cited 2020 Apr 02]. Available from: http://hdl.handle.net/1773/36593.

Council of Science Editors:

Hackett J. Socio-Historical Factors Mediating Collaborative Teaching and Learning: A Design-Based Investigation and Intervention. [Doctoral Dissertation]. University of Washington; 2016. Available from: http://hdl.handle.net/1773/36593


SUNY College at Brockport

69. Werner, Emily. The Impact of Integrated Co-Teaching on Special Education Students in the High School English Language Arts Classroom.

Degree: MSEd, Education and Human Development, 2019, SUNY College at Brockport

  In many classrooms across the country, the integration of special education students has become widely accepted and common. In these situations, students with disabilities… (more)

Subjects/Keywords: special education; co-teaching. ELA classroom; high school; Integrated co-teaching; NGSS; Next Generation State Standards; Common Core State Standards; CCSS; Education

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APA (6th Edition):

Werner, E. (2019). The Impact of Integrated Co-Teaching on Special Education Students in the High School English Language Arts Classroom. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/1228

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):

Werner, Emily. “The Impact of Integrated Co-Teaching on Special Education Students in the High School English Language Arts Classroom.” 2019. Thesis, SUNY College at Brockport. Accessed April 02, 2020. https://digitalcommons.brockport.edu/ehd_theses/1228.

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

MLA Handbook (7th Edition):

Werner, Emily. “The Impact of Integrated Co-Teaching on Special Education Students in the High School English Language Arts Classroom.” 2019. Web. 02 Apr 2020.

Vancouver:

Werner E. The Impact of Integrated Co-Teaching on Special Education Students in the High School English Language Arts Classroom. [Internet] [Thesis]. SUNY College at Brockport; 2019. [cited 2020 Apr 02]. Available from: https://digitalcommons.brockport.edu/ehd_theses/1228.

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

Council of Science Editors:

Werner E. The Impact of Integrated Co-Teaching on Special Education Students in the High School English Language Arts Classroom. [Thesis]. SUNY College at Brockport; 2019. Available from: https://digitalcommons.brockport.edu/ehd_theses/1228

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


Liberty University

70. Mote, Sarah Yvonne. Does Setting Affect Achievement Of Students With Disabilities: Comparing Co-teaching To Resource.

Degree: 2010, Liberty University

 This causal comparative study compared reading achievement of middle school students with disabilities (SWD) who were served in the resource class with the reading achievement… (more)

Subjects/Keywords: achievement; co-teaching; middle school; reading instruction; resource; special education; Education, Secondary; Education, Special

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APA (6th Edition):

Mote, S. Y. (2010). Does Setting Affect Achievement Of Students With Disabilities: Comparing Co-teaching To Resource. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/399

Chicago Manual of Style (16th Edition):

Mote, Sarah Yvonne. “Does Setting Affect Achievement Of Students With Disabilities: Comparing Co-teaching To Resource.” 2010. Doctoral Dissertation, Liberty University. Accessed April 02, 2020. http://digitalcommons.liberty.edu/doctoral/399.

MLA Handbook (7th Edition):

Mote, Sarah Yvonne. “Does Setting Affect Achievement Of Students With Disabilities: Comparing Co-teaching To Resource.” 2010. Web. 02 Apr 2020.

Vancouver:

Mote SY. Does Setting Affect Achievement Of Students With Disabilities: Comparing Co-teaching To Resource. [Internet] [Doctoral dissertation]. Liberty University; 2010. [cited 2020 Apr 02]. Available from: http://digitalcommons.liberty.edu/doctoral/399.

Council of Science Editors:

Mote SY. Does Setting Affect Achievement Of Students With Disabilities: Comparing Co-teaching To Resource. [Doctoral Dissertation]. Liberty University; 2010. Available from: http://digitalcommons.liberty.edu/doctoral/399


University of Ghana

71. Bour, B.K. Dosimetry Verification For High Dose Rate Brachytherapy Of Cervical Cancer Using Co-60 Source At The Korle-Bu Teaching Hospital .

Degree: 2017, University of Ghana

 Transition from the low dose rate brachytherapy to high dose rate brachytherapy at the National Center for Radiotherapy and Nuclear Medicine, Korle-Bu Teaching Hospital, Accra,… (more)

Subjects/Keywords: Dosimetry Verification; High Dose; Brachytherapy; Cervical Cancer; Co-60 Source; Korle-Bu Teaching Hospital; Ghana

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APA (6th Edition):

Bour, B. K. (2017). Dosimetry Verification For High Dose Rate Brachytherapy Of Cervical Cancer Using Co-60 Source At The Korle-Bu Teaching Hospital . (Masters Thesis). University of Ghana. Retrieved from http://ugspace.ug.edu.gh/handle/123456789/22648

Chicago Manual of Style (16th Edition):

Bour, B K. “Dosimetry Verification For High Dose Rate Brachytherapy Of Cervical Cancer Using Co-60 Source At The Korle-Bu Teaching Hospital .” 2017. Masters Thesis, University of Ghana. Accessed April 02, 2020. http://ugspace.ug.edu.gh/handle/123456789/22648.

MLA Handbook (7th Edition):

Bour, B K. “Dosimetry Verification For High Dose Rate Brachytherapy Of Cervical Cancer Using Co-60 Source At The Korle-Bu Teaching Hospital .” 2017. Web. 02 Apr 2020.

Vancouver:

Bour BK. Dosimetry Verification For High Dose Rate Brachytherapy Of Cervical Cancer Using Co-60 Source At The Korle-Bu Teaching Hospital . [Internet] [Masters thesis]. University of Ghana; 2017. [cited 2020 Apr 02]. Available from: http://ugspace.ug.edu.gh/handle/123456789/22648.

Council of Science Editors:

Bour BK. Dosimetry Verification For High Dose Rate Brachytherapy Of Cervical Cancer Using Co-60 Source At The Korle-Bu Teaching Hospital . [Masters Thesis]. University of Ghana; 2017. Available from: http://ugspace.ug.edu.gh/handle/123456789/22648


Kennesaw State University

72. Spruill, Sylvia Martinez. Assessment in Secondary Environments: How Co-Teachers Navigate the Competing Demands of Theory, Policy, and Practice.

Degree: Doctor of Education in Teacher Leadership (EdD), Teacher Leadership for Learning, 2013, Kennesaw State University

  The purpose of the current study was to examine how co-teachers in an inclusive environment perceive assessment as well as how they navigate and… (more)

Subjects/Keywords: secondary teachers; teaching assessment; co-teachers; inclusiveness; government mandates; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Spruill, S. M. (2013). Assessment in Secondary Environments: How Co-Teachers Navigate the Competing Demands of Theory, Policy, and Practice. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/577

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):

Spruill, Sylvia Martinez. “Assessment in Secondary Environments: How Co-Teachers Navigate the Competing Demands of Theory, Policy, and Practice.” 2013. Thesis, Kennesaw State University. Accessed April 02, 2020. https://digitalcommons.kennesaw.edu/etd/577.

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

MLA Handbook (7th Edition):

Spruill, Sylvia Martinez. “Assessment in Secondary Environments: How Co-Teachers Navigate the Competing Demands of Theory, Policy, and Practice.” 2013. Web. 02 Apr 2020.

Vancouver:

Spruill SM. Assessment in Secondary Environments: How Co-Teachers Navigate the Competing Demands of Theory, Policy, and Practice. [Internet] [Thesis]. Kennesaw State University; 2013. [cited 2020 Apr 02]. Available from: https://digitalcommons.kennesaw.edu/etd/577.

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

Council of Science Editors:

Spruill SM. Assessment in Secondary Environments: How Co-Teachers Navigate the Competing Demands of Theory, Policy, and Practice. [Thesis]. Kennesaw State University; 2013. Available from: https://digitalcommons.kennesaw.edu/etd/577

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


University of Cincinnati

73. Embury, Dusty C. Does Co-Teaching Work? A Mixed Method Case Study Evaluation of Co-Teaching as an Intervention.

Degree: EdD, Education : Special Education, 2010, University of Cincinnati

 This study investigated the effects of including multiple and varied co-teaching strategies on the levels of engagement of students with and without disabilities in inclusive… (more)

Subjects/Keywords: Special Education; co-teaching; qualitative case study; inclusive education; single subject; inclusion; coteaching

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APA (6th Edition):

Embury, D. C. (2010). Does Co-Teaching Work? A Mixed Method Case Study Evaluation of Co-Teaching as an Intervention. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1275919855

Chicago Manual of Style (16th Edition):

Embury, Dusty C. “Does Co-Teaching Work? A Mixed Method Case Study Evaluation of Co-Teaching as an Intervention.” 2010. Doctoral Dissertation, University of Cincinnati. Accessed April 02, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1275919855.

MLA Handbook (7th Edition):

Embury, Dusty C. “Does Co-Teaching Work? A Mixed Method Case Study Evaluation of Co-Teaching as an Intervention.” 2010. Web. 02 Apr 2020.

Vancouver:

Embury DC. Does Co-Teaching Work? A Mixed Method Case Study Evaluation of Co-Teaching as an Intervention. [Internet] [Doctoral dissertation]. University of Cincinnati; 2010. [cited 2020 Apr 02]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1275919855.

Council of Science Editors:

Embury DC. Does Co-Teaching Work? A Mixed Method Case Study Evaluation of Co-Teaching as an Intervention. [Doctoral Dissertation]. University of Cincinnati; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1275919855


University of California – Berkeley

74. Siker, Jody Rebecca. An Arranged Marriage: Special and General Educators’ Preliminary Openness to Co-teaching.

Degree: Education, 2015, University of California – Berkeley

Co-teaching relationships between special and general educators are built on a shared vision and mutual respect. Often, it is difficult to establish these relationships due… (more)

Subjects/Keywords: Special education; Educational tests & measurements; co-teaching; inclusion; Rasch model; survey development; teacher attitudes

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

APA (6th Edition):

Siker, J. R. (2015). An Arranged Marriage: Special and General Educators’ Preliminary Openness to Co-teaching. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/4ch5t1hx

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):

Siker, Jody Rebecca. “An Arranged Marriage: Special and General Educators’ Preliminary Openness to Co-teaching.” 2015. Thesis, University of California – Berkeley. Accessed April 02, 2020. http://www.escholarship.org/uc/item/4ch5t1hx.

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

MLA Handbook (7th Edition):

Siker, Jody Rebecca. “An Arranged Marriage: Special and General Educators’ Preliminary Openness to Co-teaching.” 2015. Web. 02 Apr 2020.

Vancouver:

Siker JR. An Arranged Marriage: Special and General Educators’ Preliminary Openness to Co-teaching. [Internet] [Thesis]. University of California – Berkeley; 2015. [cited 2020 Apr 02]. Available from: http://www.escholarship.org/uc/item/4ch5t1hx.

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

Council of Science Editors:

Siker JR. An Arranged Marriage: Special and General Educators’ Preliminary Openness to Co-teaching. [Thesis]. University of California – Berkeley; 2015. Available from: http://www.escholarship.org/uc/item/4ch5t1hx

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


UCLA

75. Ivanova, Olga. The Politics of Knowledge in Youth Education about Reproductive Health in Tanzania.

Degree: Applied Linguistics, 2015, UCLA

 This dissertation offers a sociocultural linguistic perspective on the politics of knowledge in development work in an economically challenged post-colonial context by exploring discourses emerging… (more)

Subjects/Keywords: Linguistics; African studies; Modern language; conversation analysis; co-teaching; reproductive health education; sexuality; Swahili; Tanzania

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APA (6th Edition):

Ivanova, O. (2015). The Politics of Knowledge in Youth Education about Reproductive Health in Tanzania. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/65n7541n

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):

Ivanova, Olga. “The Politics of Knowledge in Youth Education about Reproductive Health in Tanzania.” 2015. Thesis, UCLA. Accessed April 02, 2020. http://www.escholarship.org/uc/item/65n7541n.

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

MLA Handbook (7th Edition):

Ivanova, Olga. “The Politics of Knowledge in Youth Education about Reproductive Health in Tanzania.” 2015. Web. 02 Apr 2020.

Vancouver:

Ivanova O. The Politics of Knowledge in Youth Education about Reproductive Health in Tanzania. [Internet] [Thesis]. UCLA; 2015. [cited 2020 Apr 02]. Available from: http://www.escholarship.org/uc/item/65n7541n.

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

Council of Science Editors:

Ivanova O. The Politics of Knowledge in Youth Education about Reproductive Health in Tanzania. [Thesis]. UCLA; 2015. Available from: http://www.escholarship.org/uc/item/65n7541n

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


University of Central Florida

76. Parker, Alicia. The Impacts Of Co-teaching On The General Education Student.

Degree: 2010, University of Central Florida

 The purpose of this study was to investigate four research questions concerning the impact of co-teaching on general education students educated within a classroom inclusion… (more)

Subjects/Keywords: co-teaching; special education; FCAT; general education; secondary education; Education; Educational Leadership

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

APA (6th Edition):

Parker, A. (2010). The Impacts Of Co-teaching On The General Education Student. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/4194

Chicago Manual of Style (16th Edition):

Parker, Alicia. “The Impacts Of Co-teaching On The General Education Student.” 2010. Doctoral Dissertation, University of Central Florida. Accessed April 02, 2020. https://stars.library.ucf.edu/etd/4194.

MLA Handbook (7th Edition):

Parker, Alicia. “The Impacts Of Co-teaching On The General Education Student.” 2010. Web. 02 Apr 2020.

Vancouver:

Parker A. The Impacts Of Co-teaching On The General Education Student. [Internet] [Doctoral dissertation]. University of Central Florida; 2010. [cited 2020 Apr 02]. Available from: https://stars.library.ucf.edu/etd/4194.

Council of Science Editors:

Parker A. The Impacts Of Co-teaching On The General Education Student. [Doctoral Dissertation]. University of Central Florida; 2010. Available from: https://stars.library.ucf.edu/etd/4194


Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)

77. Papanikolaou, Georgia. Δείκτες ποιότητας προγραμμάτων συνεκπαίδευσης μαθητών με αναπηρία και / ή ειδικές εκπαιδευτικές ανάγκες.

Degree: 2018, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)

 The implementation of inclusive education aims at the full development of all students, irrespectively of any differences. Successful implementation of this goal should be based… (more)

Subjects/Keywords: Συνεκπαίδευση; Συνδιδασκαλία; Παράλληλη στήριξη; Δείκτες ποιότητας; Αξιολόγηση; Inclusion; Co-teaching; Parallel support; Quality indicators; Evaluation

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APA (6th Edition):

Papanikolaou, G. (2018). Δείκτες ποιότητας προγραμμάτων συνεκπαίδευσης μαθητών με αναπηρία και / ή ειδικές εκπαιδευτικές ανάγκες. (Thesis). Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Retrieved from http://hdl.handle.net/10442/hedi/44747

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):

Papanikolaou, Georgia. “Δείκτες ποιότητας προγραμμάτων συνεκπαίδευσης μαθητών με αναπηρία και / ή ειδικές εκπαιδευτικές ανάγκες.” 2018. Thesis, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Accessed April 02, 2020. http://hdl.handle.net/10442/hedi/44747.

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

MLA Handbook (7th Edition):

Papanikolaou, Georgia. “Δείκτες ποιότητας προγραμμάτων συνεκπαίδευσης μαθητών με αναπηρία και / ή ειδικές εκπαιδευτικές ανάγκες.” 2018. Web. 02 Apr 2020.

Vancouver:

Papanikolaou G. Δείκτες ποιότητας προγραμμάτων συνεκπαίδευσης μαθητών με αναπηρία και / ή ειδικές εκπαιδευτικές ανάγκες. [Internet] [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2018. [cited 2020 Apr 02]. Available from: http://hdl.handle.net/10442/hedi/44747.

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

Council of Science Editors:

Papanikolaou G. Δείκτες ποιότητας προγραμμάτων συνεκπαίδευσης μαθητών με αναπηρία και / ή ειδικές εκπαιδευτικές ανάγκες. [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2018. Available from: http://hdl.handle.net/10442/hedi/44747

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


University of Helsinki

78. Jahkola, Tuuli. "Yhdessä teemme sen paremmin!" : Monitapaustutkimus luokanopettajien välisestä yhteisopetuksesta: Together we'll do it better!" : Multiple case study of co-teaching between classroom teachers.

Degree: Department of Teacher Education; Helsingfors universitet, Beteendevetenskapliga fakulteten, Institutionen för lärarutbildning, 2013, University of Helsinki

 Tavoitteet. Opettajan työ on perinteisesti ollut yksinäistä puurtamista. Viimeisen vuosikymmenen aikana opettajan työhön kohdistuvat vaatimukset ovat kasvaneet: erityisopetuksen tarve on suurentunut, opetussuunnitelman sisällöt lisääntyneet, ja… (more)

Subjects/Keywords: co-teaching; elementary school; classroom teacher; yhteisopetus; samanaikaisopetus; alakoulu; luokanopettaja; Education; Kasvatustiede; Pedagogik

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

APA (6th Edition):

Jahkola, T. (2013). "Yhdessä teemme sen paremmin!" : Monitapaustutkimus luokanopettajien välisestä yhteisopetuksesta: Together we'll do it better!" : Multiple case study of co-teaching between classroom teachers. (Masters Thesis). University of Helsinki. Retrieved from http://hdl.handle.net/10138/42277

Chicago Manual of Style (16th Edition):

Jahkola, Tuuli. “"Yhdessä teemme sen paremmin!" : Monitapaustutkimus luokanopettajien välisestä yhteisopetuksesta: Together we'll do it better!" : Multiple case study of co-teaching between classroom teachers.” 2013. Masters Thesis, University of Helsinki. Accessed April 02, 2020. http://hdl.handle.net/10138/42277.

MLA Handbook (7th Edition):

Jahkola, Tuuli. “"Yhdessä teemme sen paremmin!" : Monitapaustutkimus luokanopettajien välisestä yhteisopetuksesta: Together we'll do it better!" : Multiple case study of co-teaching between classroom teachers.” 2013. Web. 02 Apr 2020.

Vancouver:

Jahkola T. "Yhdessä teemme sen paremmin!" : Monitapaustutkimus luokanopettajien välisestä yhteisopetuksesta: Together we'll do it better!" : Multiple case study of co-teaching between classroom teachers. [Internet] [Masters thesis]. University of Helsinki; 2013. [cited 2020 Apr 02]. Available from: http://hdl.handle.net/10138/42277.

Council of Science Editors:

Jahkola T. "Yhdessä teemme sen paremmin!" : Monitapaustutkimus luokanopettajien välisestä yhteisopetuksesta: Together we'll do it better!" : Multiple case study of co-teaching between classroom teachers. [Masters Thesis]. University of Helsinki; 2013. Available from: http://hdl.handle.net/10138/42277


Northeastern University

79. Murphy, Marcia. Reaching All Learners: A Narrative Case Study On Special Education Inclusion Co-teaching.

Degree: EdD, School of Education, 2019, Northeastern University

 Special education services have come a long way since placing students with learning disabilities in a separate setting away from their peers was the norm.… (more)

Subjects/Keywords: collaboration; co-teaching; disabilities; inclusion; special education; special needs; Education; Special education

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

APA (6th Edition):

Murphy, M. (2019). Reaching All Learners: A Narrative Case Study On Special Education Inclusion Co-teaching. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20316487

Chicago Manual of Style (16th Edition):

Murphy, Marcia. “Reaching All Learners: A Narrative Case Study On Special Education Inclusion Co-teaching.” 2019. Doctoral Dissertation, Northeastern University. Accessed April 02, 2020. http://hdl.handle.net/2047/D20316487.

MLA Handbook (7th Edition):

Murphy, Marcia. “Reaching All Learners: A Narrative Case Study On Special Education Inclusion Co-teaching.” 2019. Web. 02 Apr 2020.

Vancouver:

Murphy M. Reaching All Learners: A Narrative Case Study On Special Education Inclusion Co-teaching. [Internet] [Doctoral dissertation]. Northeastern University; 2019. [cited 2020 Apr 02]. Available from: http://hdl.handle.net/2047/D20316487.

Council of Science Editors:

Murphy M. Reaching All Learners: A Narrative Case Study On Special Education Inclusion Co-teaching. [Doctoral Dissertation]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20316487


Northeastern University

80. McKay, Glen S. Case by case: an exploration of upper elementary co-teaching experiences in general education learning spaces.

Degree: EdD, School of Education, 2018, Northeastern University

 The purpose of this qualitative case study was to gain a deeper understanding of experiences of teachers working within a co-teaching model with upper aged… (more)

Subjects/Keywords: co-teaching; inclusion; individuals with disabilities act; least restrictive environment; special education

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APA (6th Edition):

McKay, G. S. (2018). Case by case: an exploration of upper elementary co-teaching experiences in general education learning spaces. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20289734

Chicago Manual of Style (16th Edition):

McKay, Glen S. “Case by case: an exploration of upper elementary co-teaching experiences in general education learning spaces.” 2018. Doctoral Dissertation, Northeastern University. Accessed April 02, 2020. http://hdl.handle.net/2047/D20289734.

MLA Handbook (7th Edition):

McKay, Glen S. “Case by case: an exploration of upper elementary co-teaching experiences in general education learning spaces.” 2018. Web. 02 Apr 2020.

Vancouver:

McKay GS. Case by case: an exploration of upper elementary co-teaching experiences in general education learning spaces. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2020 Apr 02]. Available from: http://hdl.handle.net/2047/D20289734.

Council of Science Editors:

McKay GS. Case by case: an exploration of upper elementary co-teaching experiences in general education learning spaces. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20289734


Northeastern University

81. Leandro, Cheryl. A case study examining the activities and experiences of co-teachers at Apple Valley Elementary.

Degree: EdD, School of Education, 2019, Northeastern University

 The purpose of this qualitative single case study was to understand how co-teachers at Apple Valley Elementary School described their activities and experiences with the… (more)

Subjects/Keywords: Activity Theory; collaboration; co-teaching; education; inclusion; professional development; Education; Elementary education; Special education

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APA (6th Edition):

Leandro, C. (2019). A case study examining the activities and experiences of co-teachers at Apple Valley Elementary. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20328943

Chicago Manual of Style (16th Edition):

Leandro, Cheryl. “A case study examining the activities and experiences of co-teachers at Apple Valley Elementary.” 2019. Doctoral Dissertation, Northeastern University. Accessed April 02, 2020. http://hdl.handle.net/2047/D20328943.

MLA Handbook (7th Edition):

Leandro, Cheryl. “A case study examining the activities and experiences of co-teachers at Apple Valley Elementary.” 2019. Web. 02 Apr 2020.

Vancouver:

Leandro C. A case study examining the activities and experiences of co-teachers at Apple Valley Elementary. [Internet] [Doctoral dissertation]. Northeastern University; 2019. [cited 2020 Apr 02]. Available from: http://hdl.handle.net/2047/D20328943.

Council of Science Editors:

Leandro C. A case study examining the activities and experiences of co-teachers at Apple Valley Elementary. [Doctoral Dissertation]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20328943


University of Minnesota

82. Ortmann, Lisa. Disciplinary Literacies in STEM Integration: An Interpretive Study of Discourses within Classroom Communities of Practice.

Degree: PhD, Education, Curriculum and Instruction, 2015, University of Minnesota

 Recent attention to disciplinary literacy and the STEM education movement have opened doors to new visions of disciplinary learning at the high school level. As… (more)

Subjects/Keywords: Disciplinary literacies; EL Co-teaching; Instructional coaching; Science literacy; Sociocultural literacies; STEM integration

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

APA (6th Edition):

Ortmann, L. (2015). Disciplinary Literacies in STEM Integration: An Interpretive Study of Discourses within Classroom Communities of Practice. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/175287

Chicago Manual of Style (16th Edition):

Ortmann, Lisa. “Disciplinary Literacies in STEM Integration: An Interpretive Study of Discourses within Classroom Communities of Practice.” 2015. Doctoral Dissertation, University of Minnesota. Accessed April 02, 2020. http://hdl.handle.net/11299/175287.

MLA Handbook (7th Edition):

Ortmann, Lisa. “Disciplinary Literacies in STEM Integration: An Interpretive Study of Discourses within Classroom Communities of Practice.” 2015. Web. 02 Apr 2020.

Vancouver:

Ortmann L. Disciplinary Literacies in STEM Integration: An Interpretive Study of Discourses within Classroom Communities of Practice. [Internet] [Doctoral dissertation]. University of Minnesota; 2015. [cited 2020 Apr 02]. Available from: http://hdl.handle.net/11299/175287.

Council of Science Editors:

Ortmann L. Disciplinary Literacies in STEM Integration: An Interpretive Study of Discourses within Classroom Communities of Practice. [Doctoral Dissertation]. University of Minnesota; 2015. Available from: http://hdl.handle.net/11299/175287


Liberty University

83. Mason, Patricia. Comparing Types of Student Placement and the Effect on Achievement for Students with Disabilities.

Degree: 2013, Liberty University

 Since implementing No Child Left Behind, schools have improved student achievement while also preparing students for the 21st century. Schools continue to strive for 100%… (more)

Subjects/Keywords: achievement; co-teaching; disabilities; high school; PSSA; special education; Disability and Equity in Education; Educational Methods; Special Education and Teaching

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APA (6th Edition):

Mason, P. (2013). Comparing Types of Student Placement and the Effect on Achievement for Students with Disabilities. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/768

Chicago Manual of Style (16th Edition):

Mason, Patricia. “Comparing Types of Student Placement and the Effect on Achievement for Students with Disabilities.” 2013. Doctoral Dissertation, Liberty University. Accessed April 02, 2020. http://digitalcommons.liberty.edu/doctoral/768.

MLA Handbook (7th Edition):

Mason, Patricia. “Comparing Types of Student Placement and the Effect on Achievement for Students with Disabilities.” 2013. Web. 02 Apr 2020.

Vancouver:

Mason P. Comparing Types of Student Placement and the Effect on Achievement for Students with Disabilities. [Internet] [Doctoral dissertation]. Liberty University; 2013. [cited 2020 Apr 02]. Available from: http://digitalcommons.liberty.edu/doctoral/768.

Council of Science Editors:

Mason P. Comparing Types of Student Placement and the Effect on Achievement for Students with Disabilities. [Doctoral Dissertation]. Liberty University; 2013. Available from: http://digitalcommons.liberty.edu/doctoral/768


Liberty University

84. Robbins, Sherrie. Experiences of General Education Elementary Inclusion Co-Teachers in Successful Schools: A Phenomenological Study.

Degree: 2014, Liberty University

 The purpose of this phenomenological study is to describe the experiences of general education elementary school inclusion co-teachers in schools that are successful with their… (more)

Subjects/Keywords: AYP; CCRPI; co-teaching; experiences; general education; Inclusion; Disability and Equity in Education; Education; Special Education and Teaching

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APA (6th Edition):

Robbins, S. (2014). Experiences of General Education Elementary Inclusion Co-Teachers in Successful Schools: A Phenomenological Study. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/821

Chicago Manual of Style (16th Edition):

Robbins, Sherrie. “Experiences of General Education Elementary Inclusion Co-Teachers in Successful Schools: A Phenomenological Study.” 2014. Doctoral Dissertation, Liberty University. Accessed April 02, 2020. http://digitalcommons.liberty.edu/doctoral/821.

MLA Handbook (7th Edition):

Robbins, Sherrie. “Experiences of General Education Elementary Inclusion Co-Teachers in Successful Schools: A Phenomenological Study.” 2014. Web. 02 Apr 2020.

Vancouver:

Robbins S. Experiences of General Education Elementary Inclusion Co-Teachers in Successful Schools: A Phenomenological Study. [Internet] [Doctoral dissertation]. Liberty University; 2014. [cited 2020 Apr 02]. Available from: http://digitalcommons.liberty.edu/doctoral/821.

Council of Science Editors:

Robbins S. Experiences of General Education Elementary Inclusion Co-Teachers in Successful Schools: A Phenomenological Study. [Doctoral Dissertation]. Liberty University; 2014. Available from: http://digitalcommons.liberty.edu/doctoral/821

85. Gerlach, Susan M. A Quantitative Study of Co-Teaching as an Instructional Model to Serve Elementary Students.

Degree: EdD, Secondary Education and Educational Leadership, 2017, Stephen F. Austin State University

  The purpose of this quantitative study was to address the use of the co-teaching instructional model to serve elementary special education students in general… (more)

Subjects/Keywords: co-teaching; instructional model; elementary; special education; STAAR Reading student outcomes; quantitative; Special Education and Teaching

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

APA (6th Edition):

Gerlach, S. M. (2017). A Quantitative Study of Co-Teaching as an Instructional Model to Serve Elementary Students. (Doctoral Dissertation). Stephen F. Austin State University. Retrieved from https://scholarworks.sfasu.edu/etds/109

Chicago Manual of Style (16th Edition):

Gerlach, Susan M. “A Quantitative Study of Co-Teaching as an Instructional Model to Serve Elementary Students.” 2017. Doctoral Dissertation, Stephen F. Austin State University. Accessed April 02, 2020. https://scholarworks.sfasu.edu/etds/109.

MLA Handbook (7th Edition):

Gerlach, Susan M. “A Quantitative Study of Co-Teaching as an Instructional Model to Serve Elementary Students.” 2017. Web. 02 Apr 2020.

Vancouver:

Gerlach SM. A Quantitative Study of Co-Teaching as an Instructional Model to Serve Elementary Students. [Internet] [Doctoral dissertation]. Stephen F. Austin State University; 2017. [cited 2020 Apr 02]. Available from: https://scholarworks.sfasu.edu/etds/109.

Council of Science Editors:

Gerlach SM. A Quantitative Study of Co-Teaching as an Instructional Model to Serve Elementary Students. [Doctoral Dissertation]. Stephen F. Austin State University; 2017. Available from: https://scholarworks.sfasu.edu/etds/109


University of Central Florida

86. Davis, Kimberly. Co-teaching: Using Video To Identify Current Practices And Promote Teacher Discussion In Middle School Mathematics Classrooms.

Degree: 2008, University of Central Florida

 This study explored the co-teaching practices occurring within four middle school mathematics classrooms and the influence of video discussions on each co-teaching team. The study… (more)

Subjects/Keywords: special education; mathematics; collaborative teaching; co-teaching; Education

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

APA (6th Edition):

Davis, K. (2008). Co-teaching: Using Video To Identify Current Practices And Promote Teacher Discussion In Middle School Mathematics Classrooms. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/3545

Chicago Manual of Style (16th Edition):

Davis, Kimberly. “Co-teaching: Using Video To Identify Current Practices And Promote Teacher Discussion In Middle School Mathematics Classrooms.” 2008. Doctoral Dissertation, University of Central Florida. Accessed April 02, 2020. https://stars.library.ucf.edu/etd/3545.

MLA Handbook (7th Edition):

Davis, Kimberly. “Co-teaching: Using Video To Identify Current Practices And Promote Teacher Discussion In Middle School Mathematics Classrooms.” 2008. Web. 02 Apr 2020.

Vancouver:

Davis K. Co-teaching: Using Video To Identify Current Practices And Promote Teacher Discussion In Middle School Mathematics Classrooms. [Internet] [Doctoral dissertation]. University of Central Florida; 2008. [cited 2020 Apr 02]. Available from: https://stars.library.ucf.edu/etd/3545.

Council of Science Editors:

Davis K. Co-teaching: Using Video To Identify Current Practices And Promote Teacher Discussion In Middle School Mathematics Classrooms. [Doctoral Dissertation]. University of Central Florida; 2008. Available from: https://stars.library.ucf.edu/etd/3545


Northeastern University

87. Smith, Valerie. Co-teaching: a case study of teachers' perceptions.

Degree: EdD, School of Education, 2012, Northeastern University

 The No Child Left Behind Act (NCLB) of 2001 and Individuals with Disabilities Education Act (IDEA) of 2004 have directly contributed to an increase in… (more)

Subjects/Keywords: collaboration; communication; co-teaching; inclusion; team teaching; Educational Assessment, Evaluation, and Research; Teacher Education and Professional Development

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APA (6th Edition):

Smith, V. (2012). Co-teaching: a case study of teachers' perceptions. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20002921

Chicago Manual of Style (16th Edition):

Smith, Valerie. “Co-teaching: a case study of teachers' perceptions.” 2012. Doctoral Dissertation, Northeastern University. Accessed April 02, 2020. http://hdl.handle.net/2047/d20002921.

MLA Handbook (7th Edition):

Smith, Valerie. “Co-teaching: a case study of teachers' perceptions.” 2012. Web. 02 Apr 2020.

Vancouver:

Smith V. Co-teaching: a case study of teachers' perceptions. [Internet] [Doctoral dissertation]. Northeastern University; 2012. [cited 2020 Apr 02]. Available from: http://hdl.handle.net/2047/d20002921.

Council of Science Editors:

Smith V. Co-teaching: a case study of teachers' perceptions. [Doctoral Dissertation]. Northeastern University; 2012. Available from: http://hdl.handle.net/2047/d20002921


University of Dayton

88. Sinclair-Lowry, Elizabeth. RTI in the Classroom: How Teachers Meet the Demands of a Tiered System.

Degree: Specialist in Education (Ed.S.), School Psychology, 2011, University of Dayton

 Service delivery data was collected before and after the implementation of a Response to Intervention (RTI) framework to evaluate the effect of RTI on teachers’… (more)

Subjects/Keywords: Educational Leadership; Educational Psychology; Elementary Education; Teacher Education; Teaching; response to intervention; teaching models; co-teaching; team teaching; RTI; system's change; secondary schools; primary schools; mathematics; reading; school psychology

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

APA (6th Edition):

Sinclair-Lowry, E. (2011). RTI in the Classroom: How Teachers Meet the Demands of a Tiered System. (Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311018649

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):

Sinclair-Lowry, Elizabeth. “RTI in the Classroom: How Teachers Meet the Demands of a Tiered System.” 2011. Thesis, University of Dayton. Accessed April 02, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311018649.

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

MLA Handbook (7th Edition):

Sinclair-Lowry, Elizabeth. “RTI in the Classroom: How Teachers Meet the Demands of a Tiered System.” 2011. Web. 02 Apr 2020.

Vancouver:

Sinclair-Lowry E. RTI in the Classroom: How Teachers Meet the Demands of a Tiered System. [Internet] [Thesis]. University of Dayton; 2011. [cited 2020 Apr 02]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311018649.

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

Council of Science Editors:

Sinclair-Lowry E. RTI in the Classroom: How Teachers Meet the Demands of a Tiered System. [Thesis]. University of Dayton; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311018649

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


Liberty University

89. Cleaveland, Patti A. A Multi-Case Study Examining Co-Teaching Approaches and Practices in High School Mathematics and Literature/Composition Classes.

Degree: 2015, Liberty University

 Special education provides a variety of instructional models to ensure the success of students with disabilities. The increasingly utilized model of co-teaching allows students with… (more)

Subjects/Keywords: Co-Teaching; Inclusion; Multi-Case Study; Special Education; Educational Methods; Junior High, Intermediate, Middle School Education and Teaching; Science and Mathematics Education; Special Education and Teaching

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

APA (6th Edition):

Cleaveland, P. A. (2015). A Multi-Case Study Examining Co-Teaching Approaches and Practices in High School Mathematics and Literature/Composition Classes. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1001

Chicago Manual of Style (16th Edition):

Cleaveland, Patti A. “A Multi-Case Study Examining Co-Teaching Approaches and Practices in High School Mathematics and Literature/Composition Classes.” 2015. Doctoral Dissertation, Liberty University. Accessed April 02, 2020. http://digitalcommons.liberty.edu/doctoral/1001.

MLA Handbook (7th Edition):

Cleaveland, Patti A. “A Multi-Case Study Examining Co-Teaching Approaches and Practices in High School Mathematics and Literature/Composition Classes.” 2015. Web. 02 Apr 2020.

Vancouver:

Cleaveland PA. A Multi-Case Study Examining Co-Teaching Approaches and Practices in High School Mathematics and Literature/Composition Classes. [Internet] [Doctoral dissertation]. Liberty University; 2015. [cited 2020 Apr 02]. Available from: http://digitalcommons.liberty.edu/doctoral/1001.

Council of Science Editors:

Cleaveland PA. A Multi-Case Study Examining Co-Teaching Approaches and Practices in High School Mathematics and Literature/Composition Classes. [Doctoral Dissertation]. Liberty University; 2015. Available from: http://digitalcommons.liberty.edu/doctoral/1001


University of Houston

90. Cuellar, Kregg. THE EFFECT OF COLLABORATIVE TEACHING ON THE GENERAL EDUCATION STUDENT POPULATION: A CASE STUDY.

Degree: EdD, Educational Leadership, 2011, University of Houston

 The study aims to answer the following questions: (1) How do non-disabled students perform academically in a collaborative teaching environment using the method of inclusion… (more)

Subjects/Keywords: Collaborative Teaching; Teaching effects; Inclusion; Co-teaching and its effect on general education population; Students with disabilities – Texas – Houston; Inclusive education – Texas – Houston; Academic achievement

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

APA (6th Edition):

Cuellar, K. (2011). THE EFFECT OF COLLABORATIVE TEACHING ON THE GENERAL EDUCATION STUDENT POPULATION: A CASE STUDY. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/277

Chicago Manual of Style (16th Edition):

Cuellar, Kregg. “THE EFFECT OF COLLABORATIVE TEACHING ON THE GENERAL EDUCATION STUDENT POPULATION: A CASE STUDY.” 2011. Doctoral Dissertation, University of Houston. Accessed April 02, 2020. http://hdl.handle.net/10657/277.

MLA Handbook (7th Edition):

Cuellar, Kregg. “THE EFFECT OF COLLABORATIVE TEACHING ON THE GENERAL EDUCATION STUDENT POPULATION: A CASE STUDY.” 2011. Web. 02 Apr 2020.

Vancouver:

Cuellar K. THE EFFECT OF COLLABORATIVE TEACHING ON THE GENERAL EDUCATION STUDENT POPULATION: A CASE STUDY. [Internet] [Doctoral dissertation]. University of Houston; 2011. [cited 2020 Apr 02]. Available from: http://hdl.handle.net/10657/277.

Council of Science Editors:

Cuellar K. THE EFFECT OF COLLABORATIVE TEACHING ON THE GENERAL EDUCATION STUDENT POPULATION: A CASE STUDY. [Doctoral Dissertation]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/277

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