Date
9-2021
Department
School of Education
Degree
Doctor of Education in Curriculum & Instruction (EdD)
Chair
Tracey Beno Pritchard
Keywords
Co-teaching, secondary grades, middle school, special education
Disciplines
Education
Recommended Citation
Stephen, Linda A., "Recommendations to Improve Co-Teaching Strategies in the Secondary Inclusion Classroom" (2021). Doctoral Dissertations and Projects. 3191.
https://digitalcommons.liberty.edu/doctoral/3191
Abstract
The purpose of this applied research study was to improve co-teaching strategies at Belmont Middle School (a pseudonym), in north Georgia. The researcher used a multi-method design that included qualitative and quantitative data. Three data collection strategies were used in this applied research study; interviews from general education teachers, a focus group with special education teachers, and a survey completed by general education and special education teachers. The central question that guided the research study was: How can co-teaching be improved at Belmont Middle School located in north Georgia? Common themes that emerged revealed that co-teachers desired more time to collaborate and participate in training opportunities in order to improve co-teaching strategies in the classroom. Additionally, participants stressed the importance of having administrative support to ensure that co-teaching partnerships were successful. This was consistent with previous empirical research data that suggested that co-teachers lacked sufficient time to collaborate and participate in training opportunities that would enhance co-teaching practices in the secondary classroom.
