Staff View
There is no "I" in co-teacher

Descriptive

TitleInfo
Title
There is no "I" in co-teacher
SubTitle
team-building professional development to support high school co-teachers
Name (type = personal)
NamePart (type = family)
Goodhue
NamePart (type = given)
Denise S.
NamePart (type = date)
1982-
DisplayForm
Denise S. Goodhue
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Lobman
NamePart (type = given)
Carrie
DisplayForm
Carrie Lobman
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Hyland
NamePart (type = given)
Nora
DisplayForm
Nora Hyland
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Lattanzi
NamePart (type = given)
James
DisplayForm
James Lattanzi
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
outside member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Education
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (encoding = w3cdtf); (qualifier = exact)
2016
DateOther (qualifier = exact); (type = degree)
2016-01
CopyrightDate (encoding = w3cdtf); (qualifier = exact)
2016
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
In an effort to meet the needs of special education students in inclusion classrooms co-teaching is typically utilized as a service delivery model. Research has identified a number of benefits to co-teaching however, a number of obstacles have been found to inhibit its effective implementation in secondary schools. High school special education co-teachers have been found to have an inferior role in their co-teaching relationships and co-teachers have been found to lack the skills needed to collaborate effectively as a team. Teamwork has been an area of focus for the health care and business industry but a focus on team-building in K-12 education has been lacking. This study involved the implementation of a team-building professional development series for high school co-teachers. The professional development included activities meant to enhance communication, problem solving, collaboration, and trust for co-teachers. The study examined the influence participation in the professional development had on co-teaching relationships. This study utilized a mixed-methods approach and included interviews, surveys, questionnaires, and observations as data collection methods. The overall findings of this study demonstrate that the majority of teachers have positive perceptions of co-teaching and find it beneficial for both teachers and students. Teachers expressed a number of frustrations regarding how administrators approach the practice of co-teaching. Co-teachers want administrators to be more respectful of co-teaching and take their needs into account when creating schedules and providing professional development. Participants of this study had varying degrees of satisfaction in their co-teaching dynamic prior to the start of this professional development. All participants described having a positive experience in the professional development. Participants expressed that team-building has a positive impact on co-teacher relationships and should be provided to pairs before the school year starts. There was a range in the degree of impact the professional development had on participants. Many felt that since their relationship was already positive, they did not experience drastic changes. Others felt they made progress and are optimistic for continued growth. Some pairs saw slight changes in their dynamic and felt that circumstances beyond their control impacted their ability to work as a team.
Subject (authority = RUETD)
Topic
Teacher Leadership
Subject (authority = ETD-LCSH)
Topic
Teaching teams
Subject (authority = ETD-LCSH)
Topic
Special education
Subject (authority = ETD-LCSH)
Topic
Teachers--In-service training
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_6877
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (x, 197 p. : ill.)
Note (type = degree)
Ed.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Denise S. Goodhue
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
Identifier (type = local)
rucore10001500001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier (type = doi)
doi:10.7282/T3X0692C
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Goodhue
GivenName
Denise
MiddleName
S.
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2015-11-03 16:24:15
AssociatedEntity
Name
Denise Goodhue
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

RULTechMD (ID = TECHNICAL1)
ContentModel
ETD
OperatingSystem (VERSION = 5.1)
windows xp
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