Date Available
4-23-2017
Year of Publication
2017
Degree Name
Doctor of Philosophy (PhD)
Document Type
Doctoral Dissertation
College
Education
Department/School/Program
Early Childhood, Special Education, and Rehabilitation Counseling
First Advisor
Dr. Robert G. McKenzie
Abstract
For decades, federal legislation has mandated the education of students with disabilities to be in their least restrictive environment. Nationally, this has resulted in more than 60% of students with disabilities receiving the majority (80%) of their education in the general education environment. To provide special education services in the general education environment, co-teaching, commonly defined as two educators with distinct expertise providing instruction in a common setting, is often used. The purpose of this non-experimental cross-sectional survey study was to examine special educators’ perceptions of their productivity in co-taught settings and the degree to which their perceptions were related to the variables of role, shared philosophy, training, and self-efficacy. Participants were 210 secondary special educators who co-teach in Kentucky. Results suggest significant differences in perceptions of productivity across all variables, although some are more robust than others. Implications for practice and future research are presented.
Digital Object Identifier (DOI)
https://doi.org/10.13023/ETD.2017.078
Recommended Citation
Ackerman, Kera B., "Examining the Efficacy of Co-Teaching at the Secondary Level: Special Educators' Perceptions of Their Productivity as Co-Teachers" (2017). Theses and Dissertations--Early Childhood, Special Education, and Counselor Education. 39.
https://uknowledge.uky.edu/edsrc_etds/39
