Author ORCID Identifier
Date Available
7-22-2021
Year of Publication
2021
Document Type
Doctoral Dissertation
Degree Name
Doctor of Philosophy (PhD)
College
Education
Department/School/Program
Education Sciences
Advisor
Dr. Jennifer Wilhelm
Abstract
The purpose of this study was to establish current levels of co-teaching implementation and to explore teachers’ perceptions of co-teaching and co-teacher relationships. This study also examined whether there is a relationship between teachers’ perception of their co-teaching relationship and their perception of co-teaching implementation in their classrooms. Analysis revealed that teachers generally have positive perceptions of their co-teaching partners and relationships, and these perceptions did not significantly differ between science teachers and special educators. However, this study found that teachers are not regularly planning lessons together, sharing the workload in the classroom, or choosing co-teaching models together. This study did not find a significant relationship between teacher perception of their co-teaching relationships and their perception of co-teaching implementation.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2021.267
Recommended Citation
Ringl, Samantha Jolene, "CO-TEACHING PRACTICES OF GENERAL AND SPECIAL EDUCATORS IN SECONDARY SCIENCE CLASSROOMS" (2021). Theses and Dissertations--Education Sciences. 92.
https://uknowledge.uky.edu/edsc_etds/92
Included in
Science and Mathematics Education Commons, Secondary Education Commons, Special Education and Teaching Commons
