Since Wineburg (1999) suggested that history is an act of reasoning rather than remembering, historical thinking (or disciplinary history) has become a widely accepted and practiced vision for history instruction in the United States. Yet evidence suggests that this has not contributed to greater student learning or investment. Some scholars have…

This qualitative phenomenological study focused on determining and describing teachers' lived experiences in implementing inclusion for students with significant cognitive disabilities. Inclusion as an educational practice entails that special education students are provided access to the general education curriculum. While progress has been noted…

Veteran secondary teachers are becoming complacent and isolating themselves because of changes in teacher professional development; however, continuing to learn and update instructional practices is part of teacher professional development. To better understand veteran secondary teachers, their views and experiences must be understood. The problem…

The purpose of this transcendental phenomenological study was to describe the experiences of special education teachers with general education teachers who are not in a co-teaching model of inclusion in North Carolina high schools. The study examined how inclusion is implemented at the school level and how special education teachers and general…

The purpose of this quantitative comparative study was to assess if and to what extent differences exist in traditionally and alternatively certified STEM teachers' perceived teacher collaboration and teacher self-efficacy, among teachers in Texas. The sample consisted of 202 participants (Alternative n = 202; Traditional n = 89). Results from…

Digital media and advancements in learning technologies have dramatically reshaped the landscape of K-12 education. By 2018, 96% of public schools had the infrastructure required for digital learning. This dissertation evaluates how augmented reality (AR) and virtual reality (VR) technologies are integrated into K-12 education, focusing on…

Teachers across the United States frequently find themselves in situations where they are asked to collaborate with colleagues. Oftentimes, these collaborative sessions consist of teachers completing tasks regulated by administrators or participating in conversations that are not meaningful and have little to do with the realities of their…

Interagency collaboration between Vocational Rehabilitation (VR) counselors and transition teachers has been a mandated activity to assist with transition outcomes of students with disabilities. However, gaps in collaboration have been a recurring theme in literature. This qualitative descriptive study looked at how VR counselors and transition…

In considering the STEM careers of the future, the researcher hypothesized that, if special educators come together with general educators to team teach, high school students with special needs will have better access to the STEM/STEAM curriculum. The purpose of this study was to examine the traditional physics classroom and the cotaught classroom…

The purpose of this study was to investigate the implementation and teacher leadership of collaborative work in the era of hybrid and online learning necessitated by the COVID-19 pandemic in a medium-sized suburban/rural high school in central Maine. In situations of intense challenge like this, collaborating with colleagues to produce new…

This was a qualitative case study design that used a questionnaire with semi-structured open-ended questions regarding the use of evidence-based strategies in co-taught settings with students who have high-incidence disabilities. The purpose of this study was to determine what strategies were being used by co-teachers in science and social science…

Practical problems can emerge when new academic programs are developed. If program development decisions are driven primarily by desires for enrollment growth and revenue generation, new programs may be created without clear connections to institutional missions or organizational core competencies. Additionally, introduction of new academic…

Many preservice teachers enrolled in teacher training programs need support in order to become successful teachers of record. Two factors have been shown to have positive results in building a robust teacher: self-efficacy and resilience. Self-efficacy stems from mastery experiences, trusted guidance of mentors, and a strong pedagogical…

This purpose of this qualitative exploratory case study was to explore how general education teachers from southern Arizona perceive collaborating with special education teachers when co-teaching in their inclusion classrooms. The theoretical foundation for this research involved Lev Vygotsky's social development theory. The research questions…

Early childhood (EC) teachers are not receiving adequate professional development (PD) to support their development of capacities to improve EC program quality. The purpose of this basic qualitative study was to explore EC teacher perspectives on PD to support their development of capacities to improve EC program quality. The conceptual framework…