Classrooms today are much more diverse than they once were. Teachers must be prepared to acknowledge various academic differences within their classrooms. Embracing those differences and teaching for equity is essential for moving our society forward. Co-teaching can assist schools in meeting the needs of all students in inclusive classrooms. This…

This qualitative case study explored the methods of how one Mid-Atlantic suburban school district implemented the inclusive practice of co-teaching at the secondary level to examine its effectiveness. Two high schools were evaluated through interviews with co-teachers who implemented this inclusive practice and administrators who supervised and…

The practice of inclusion is educating special education students in the general education setting alongside students without disabilities. This study sought to create an inclusive classroom that was receptive to the needs of special education students. Participants and data collected in Cycle 1 included an administration member, general education…

Co-teaching is a service delivery model employed to establish inclusion. The lack of evidence supporting the use of co-teaching is the problem addressed. The purpose of this qualitative case study was to improve the inclusive experiences and outcomes for students by determining the role teacher self-efficacy plays in the co-teaching experiences of…

Generally speaking, whenever teachers are mentioned, so too are teachers' unions. However, that is not the case in "right-to-work" states. Teachers in North Carolina, for example, do not have a collective voice to represent them in local or state political arenas, where politicians are usually not well versed in educational practices. As…

This study is a survey that was intended to measure the connection between what co-teachers actually do and what they think they should be doing as best practice. Second, it intended to study the roles and responsibilities that co-teachers report fulfilling. Finally, whether self-efficacy is a predictor of co-teacher roles and responsibilities is…

Special education and general education teachers must work collaboratively in a single classroom that serves the diverse needs of all children due to federal regulations such as the No Child Left Behind Act of 2001 and the Individuals with Disabilities Education Act of 2004. Evidence-based practices that foster collaboration are scarce. The…

Recent legislative actions requiring schools in the local school system to increase the percentage of students served in the inclusion classroom has led to teachers having difficulty in implementing inclusion best practices. Using Vygotsky's social theory, the purpose of this case study was to examine teachers' understanding, knowledge, and…

Co-teaching has historically been used in K-12 education to provide students with disabilities access to general curriculum; therefore, much of the co-teaching literature has focused on the K-12 population. Research on collegiate co-teaching has been more limited and largely focused on the advantages and disadvantages of co-teaching, omitting…

Purpose: The purpose of this qualitative case study was to determine the impact co-teaching professional development has had on teacher attitude and classroom practices in a secondary, middle school setting. Methodology: This qualitative case study design included the use of best practice checklists and personal interviews. Educators from a middle…

The purpose of this study is to interview high school teachers of English Language Arts and special educators who are partners in a co-teaching model. It is important to understand the perceptions of teachers using co-teaching models to learn about the strengths of the program, as well as areas for improvement. In 1975, public education changed…

Collaboration in education is seen as a legal mandate, best practice in teacher practice, and necessary for the inclusion of children with special needs. Over the years, there have been a number of evolutionary incarnations of the collaborative model, each possessing various ingredients identified as important, if not essential, components of a…

Co-teaching involves a highly collaborative, mutually accountable relationship between a regular education and special education teacher in an inclusive environment. Effective co-teaching involves both teachers working together in the regular classroom setting in an effort to make learning accessible for all students regardless of ability or…

This report summarizes results from Spring 2014 focus groups held with a sample of Austin Independent School District dual language program classroom teachers to find out their opinions about the dual language program.

Students who are diagnosed with ADHD spend the majority of the school day in the regular education classroom. This research looked at best practices being used in the classroom and how effective teachers perceive those interventions to be. The questions of what are the attitudes of teachers towards students with ADHD, how do teachers feel about…