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dc.contributor.advisorRabren, Karen
dc.contributor.advisorDarch, Craigen_US
dc.contributor.advisorDunn, Carolineen_US
dc.contributor.advisorShannon, Daviden_US
dc.contributor.authorHang, Qien_US
dc.date.accessioned2008-09-09T21:16:58Z
dc.date.available2008-09-09T21:16:58Z
dc.date.issued2006-05-15en_US
dc.identifier.urihttp://hdl.handle.net/10415/362
dc.description.abstractCo-teaching has been developed as an instructional approach to support students with disabilities in general education classrooms. The purpose of the present study was to identify (a) teachers’ and students’ perspectives of co-teaching and (b) the efficacy of co-teaching as measured by student academic and behavioral performances. Forty-five co-teachers and fifty-eight students were selected as subjects. Subjects were asked to answer survey items and interview questions to identify their co-teaching perspectives. Classroom observations were conducted in 15 classrooms. Students’ SAT National Curve Equivalents in reading, math, and language arts from before and after co-teaching school years were compared. This study also analyzed student behavioral records, measured by their absences, tardies, and discipline referrals. Results of qualitative and quantitative measures were interpreted. Recommendations were also offered for future research in the area of co-teaching.en_US
dc.language.isoen_USen_US
dc.subjectRehabilitation and Special Educationen_US
dc.titleAn Examination of Teachers’ and Students with Disabilities’ Perspectives and the Efficacy of Co-Teachingen_US
dc.typeThesisen_US
dc.embargo.lengthNO_RESTRICTIONen_US
dc.embargo.statusNOT_EMBARGOEDen_US


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