Date

4-2016

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

James A Swezey

Keywords

Case Study, Choice Theory, Co-teacher, Co-teaching, Teacher Assignment, William Glasser

Disciplines

Curriculum and Instruction | Education | Educational Administration and Supervision | Educational Assessment, Evaluation, and Research | Educational Leadership | Educational Methods | Elementary and Middle and Secondary Education Administration

Abstract

Assignment of co-teaching partnerships fails to be recognized fully in the current base of literature. Literature documents the impact of teachers on educational environments and student success, hiring choices of school leaders, and the implementation of co-teaching; however, literature is lacking at the junction of these topics. The purpose of this qualitative collective case study was to discover the factors that impact choices of North Georgia school leaders when assigning co-teaching partnerships. Participants included 13 school leaders from 7 North Georgia school districts who are responsible for assigning co-teaching partnerships. Results of the study demonstrate that personal characteristics, professional experiences, and content knowledge of teachers are factors that impact the choices of North Georgia school leaders when assigning co-teaching partnerships. Implications of this study include measures for teachers seeking co-teaching positions, measures for school leaders in choosing co-teachers, and higher education faculty in preparing future co-teachers. In addition, the results of this study are applicable to William Glasser’s choice theory.