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dc.contributor.authorWalker, Brigitta
dc.date.accessioned2016-12-05T22:57:03Z
dc.date.available2016-12-05T22:57:03Z
dc.date.issued2016
dc.identifier.urihttp://hdl.handle.net/20.500.11803/615
dc.description.abstractCommunication and collaboration between general education and special education teachers are challenging. Research shows that co-teaching benefits students with disabilities as well as students without disabilities (Scruggs, Mastropieri, & McDuffie, 2007). The purpose of this action research pilot study is to determine if general education teachers’ perceptions of communication and collaboration improve after co-teaching. Participants are two elementary general education teachers, who teach at least one student with an Individualized Education Plan (IEP) in their classes. An evidence based method of co-teaching is implemented for 6 weeks, including weekly teacher meetings. Data is collected through pre-tests, post-tests, field notes, and surveys. Results suggest an improved perception of communication and collaboration between general education and special education teachers. Further research with a larger group of general education teachers is warranted to determine if results can be replicated or generalized.en_US
dc.language.isoenen_US
dc.subjectCo-teaching
dc.subjectTeam teaching
dc.subject.lcshTeaching teams
dc.titleCo-Teaching: Communication and Collaborationen_US
dc.typeAction Researchen_US
thesis.degree.disciplineTeachingen_US
thesis.degree.grantorCity University of Seattleen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster in Teachingen_US
cityu.schoolAlbright School of Educationen_US
cityu.siteEveretten_US
cityu.site.countryUnited Statesen_US


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