The purpose of this study was to compare the achievement of general education students within regular education classes to the achievement of general education students in inclusion/co-teach classes to determine whether there was a significant difference in the achievement between the two groups. The school district's inclusion/co-teach model…

Inclusion programs have expanded in schools across the country as educational leaders strive to meet the needs of a more diverse group of students. In response to Special Education legislation, schools and districts implemented programs and strategies for students with disabilities in the general education setting as increasing numbers of students…

Special educators, general educators, and paraeducators work collaboratively in inclusion classrooms where students with learning disabilities receive education in general education classes. Successful inclusion relies on teacher self-efficacy and positive educator attitudes toward inclusion. Previous research has indicated that educators…

The Individual with Disabilities in Education Act (IDEA) 2007, a federal special education law, states that students with disabilities requiring special education services can use accommodations or adaptations of the curriculum to access the general education curriculum. A shortened assignment, as an accommodation, can help learning disabled…

The enactment of No Child Left Behind (2002) and the reauthorization of the Individuals with Disabilities Education Act had a significant impact upon how we hold schools and its students accountable for high stakes testing. In particular, students with educational disabilities who were previously exempted from any performance accountability on…

This dissertation explored how participants' meditation practice and participation in a teacher-training program affected their ability to embody and teach mindfulness. Six participants from the American Vipassana tradition were interviewed. All had at least 10 years of meditative practice, working with both Buddhist and nonBuddhist teachers. …

Principal leadership is one of the most heavily researched topics in the field of education and is a key to increasing school effectiveness and stimulating school change. One of the most important principal roles that have emerged in the literature is the facilitation of a collaborative culture. Teacher collaboration has been linked to a variety…

The No Child Left Behind Act has put renewed focus on placing high school students with special needs in their least restrictive environment. Coteaching classrooms have become the most common method of meeting this legislative requirement. However, there is little research on the use of coteaching as an appropriate academic placement for students…

Recent legislation in education mandates that students with disabilities be given access to the general education curriculum in order to reach higher academic standards. To meet these requirements, co-teaching has become a popular service delivery model for instruction of students with disabilities within the general education setting. The purpose…

Co-teaching is a method that is increasing within schools across the US as educators strive to leave no child behind. It is a costly method, having two paid instructors in one classroom, with an average of 24 students shared between them. If it significantly increases the achievement of all students, it is well worth the costs involved. However,…

This qualitative action research study examined teachers' perceptions about co-teaching and its effectiveness as an instructional model for students with disabilities. One-on-one interviews were conducted with eight elementary and secondary teachers from a medium sized school district located in Southwest Ohio that has a students' with…

This study reports how teachers at one suburban elementary school in the United States launched, organized, and structured lesson study, as well as how participants interpreted and perceived the lesson study experience. Additionally, it examines how lesson study supports teachers' professional learning and the development of collaborative teacher…

The researcher conducted a multiple case study of co-teachers on the middle school level to determine their perspective of the challenges of co-teaching and to research what strategies would best address these challenges. The primary research question was "What do Coweta County middle school co-teachers perceive as the challenges of…

In response to recent legislative changes including increased graduation requirements and changes in requirements for Highly Qualified status for secondary special education teachers, many schools have implemented co-teaching as a way to deliver special education services to students with high-incidence disabilities and to increase access to and…

The purpose of this study was to examine teachers' perceptions of team teaching middle school mathematics in urban schools. The research questions focused on student academic performance and the impact that team teaching may have from the perspective of teachers. The theories of Piaget, Vygotsky, and Bruner formed the theoretical foundation…