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Examining Practices of Elementary School Principals: Selection of Co-teaching Teams
Title
Examining Practices of Elementary School Principals: Selection of Co-teaching Teams.
Creator
Tejeda, Jeannette, Martin, Suzanne, Reyes, Maria, Dieker, Lisa, Uhle, Karen, University of Central Florida
Abstract / Description
The purpose of this study was to explore the lived experiences of urban elementary school principals in relation to co-teaching and their co-teacher selection process. Three elementary school principals who exemplify characteristics of shared, ethical, and transformational leadership from a large urban school district in the southern United States were interviewed. The findings from the interviews were utilized to create a Likert-type survey to be administered to select co-teachers and select...
Show moreThe purpose of this study was to explore the lived experiences of urban elementary school principals in relation to co-teaching and their co-teacher selection process. Three elementary school principals who exemplify characteristics of shared, ethical, and transformational leadership from a large urban school district in the southern United States were interviewed. The findings from the interviews were utilized to create a Likert-type survey to be administered to select co-teachers and select teachers not co-teaching at each of the three schools. The interview data were examined using Hycner's guidelines for phenomenological analysis. The Likert-type surveys administered to co-teachers and teachers not co-teaching served as sources of information for triangulation. The findings of the study led to the emergence of 13 themes addressing the three research questions. The resulting themes were (a) open communication with staff, (b) team approach to decision-making, (c) teacher leadership, (d) parental involvement encouraged, (e) positive relationship with staff, (f) professional growth encouraged, (g) volunteers selected for co-teaching, (h) co-teachers select partners, (i) co-teaching option presented to entire teaching staff, (j) personal involvement in co-teaching selection process, (k) multifaceted selection criteria, (l) principals involved teachers in the pairing procedure, and (m) recruitment procedures were aligned with best practices. This study has contributed additional evidence supportive of best practices in co-teaching and leadership and suggests a link between effective leadership practices and the facilitation of co-teaching teams and co-teacher selection processes. Recommendations for future research address the areas of (a) principal experience, (b) length of co-teaching model, (c) principal personal involvement, (d) study participant size, (e) study subjects, and (f) link between leadership practices and co-teaching selection procedures.
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Date Issued
2015
Identifier
CFE0006012, ucf:51005
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006012
Urban School Principal Rated as Highly Effective: Support and Culture for Co-teaching Teams
Title
Urban School Principal Rated as Highly Effective: Support and Culture for Co-teaching Teams.
Creator
San, Michelle, Martin, Suzanne, Dieker, Lisa, Lue, Martha, Uhle, Thomas, University of Central Florida
Abstract / Description
The recent revisions to the Individuals with Disabilities Education Improvement Act (2004) and the passing of the No Child Left Behind Act (2001) promoted a movement toward meaningful inclusion, which has led to an increase in interest in co-teaching (Friend, Cook, Hurley-Chamberlain, (&) Shamberger, 2010; Nichols, Dowdy, (&) Nichols, 2010). When co-teaching is effectively executed both students with and without disabilities benefit academically and socially (Friend (&) Cook, 2007)....
Show moreThe recent revisions to the Individuals with Disabilities Education Improvement Act (2004) and the passing of the No Child Left Behind Act (2001) promoted a movement toward meaningful inclusion, which has led to an increase in interest in co-teaching (Friend, Cook, Hurley-Chamberlain, (&) Shamberger, 2010; Nichols, Dowdy, (&) Nichols, 2010). When co-teaching is effectively executed both students with and without disabilities benefit academically and socially (Friend (&) Cook, 2007). Researchers indicate that a key factor in effective co-teaching is administrative support (Friend et al.; Dieker (&) Murawski, 2003; Murawski (&) Dieker, 2008; Murawski (&) Dieker, 2004; Scruggs et al., 2007). The purpose of this study was to identify the policies and practices used by effective principals who have led the implementation of co-teaching in their schools. The researcher interviewed three middle school principals in a large urban school district to ascertain the essence of their experiences. The principals were identified as highly effective by their most recent principal evaluation system. The interview data were examined using Hycner's guidelines for phenomenological analysis. Triangulation occurred through a survey and review of documents. The co-teaching teams from the participating principals' schools completed a Likert-type survey. The researcher reviewed the schools' master schedules, School Improvement Plan, and Action Plan.Analysis of the participating principals' interview data has identified themes. These themes included: (a) preparing the setting, (b) preparing co-teaching teams, (c) necessary co-teacher skill sets, (d) utilizing the leadership team, (e) purposeful selection of co-teaching staff, (f) addressing barriers, (g) culture supporting knowledgeable co-teachers, (h) traits of effective co-teachers, (i) expectations of co-teachers, (j) motivating co-teachers, and (k) attaining buy-in through support and culture.
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Date Issued
2015
Identifier
CFE0005994, ucf:50785
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005994
CO-TEACHING: USING VIDEO TO IDENTIFY CURRENT PRACTICES AND PROMOTE TEACHER DISCUSSION IN MIDDLE SCHOOL MATHEMATICS CLASSROOMS
Title
CO-TEACHING: USING VIDEO TO IDENTIFY CURRENT PRACTICES AND PROMOTE TEACHER DISCUSSION IN MIDDLE SCHOOL MATHEMATICS CLASSROOMS.
Creator
Davis, Kimberly, Dieker, Lisa, University of Central Florida
Abstract / Description
ABSTRACT This study explored the co-teaching practices occurring within four middle school mathematics classrooms and the influence of video discussions on each co-teaching team. The study took place within three middle schools in central Florida. The study provides a clear picture of the current status of middle school co-taught mathematics classrooms. The research results were inconclusive in that the key components of co-teaching were not observed (co-planning, co-instructing and co...
Show moreABSTRACT This study explored the co-teaching practices occurring within four middle school mathematics classrooms and the influence of video discussions on each co-teaching team. The study took place within three middle schools in central Florida. The study provides a clear picture of the current status of middle school co-taught mathematics classrooms. The research results were inconclusive in that the key components of co-teaching were not observed (co-planning, co-instructing and co-assessing) and the findings were similar to past co-teaching research indicating mixed results. Overall, concerns that emerged from the study were a lack of heterogeneous classrooms, clarity for the role of the special educator, inquiry-based based instruction, and individualization for behavioral and instructional needs. Encouraging findings were that teachers were willing to communicate to create richer content, instruction and assessment. In addition, one team showed overall growth and promise related to effective practices. From triangulation of the data teams were growing in the areas of communicating with each other, clarifying roles, building teacher relationships, and discussing student achievement. The hope for effective co-teaching lies in teams being given time to plan, dual preparation, and co-professional development to more effectively meet the needs of low achieving students and students with disabilities in mathematics classrooms. The findings from this study implicate that for co-teaching to be successful teachers need heterogeneous classrooms with both teachers having strong content knowledge, yet with clarity that the special educator's role is to provide individualized strategies for behavior and instruction while the general educator's role is to lead the content instruction. When this level of co-teaching emerges, perhaps further research will not be necessary.
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Date Issued
2008
Identifier
CFE0002294, ucf:47863
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002294
THE IMPACTS OF CO-TEACHING ON THE GENERAL EDUCATION STUDENT
Title
THE IMPACTS OF CO-TEACHING ON THE GENERAL EDUCATION STUDENT.
Creator
Parker, Alicia, Bozeman, William, University of Central Florida
Abstract / Description
The purpose of this study was to investigate four research questions concerning the impact of co-teaching on general education students educated within a classroom inclusion model. General education students who received instruction during their 10th-grade year in a co-taught language arts or mathematics class were compared with other 10th-grade students receiving instruction from the same teacher but without the additional co-teacher. Achievement data from the Florida Comprehensive...
Show moreThe purpose of this study was to investigate four research questions concerning the impact of co-teaching on general education students educated within a classroom inclusion model. General education students who received instruction during their 10th-grade year in a co-taught language arts or mathematics class were compared with other 10th-grade students receiving instruction from the same teacher but without the additional co-teacher. Achievement data from the Florida Comprehensive Achievement Test (FCAT) were gathered on these students. The state of Florida calculates and reports developmental scale scores (DSS) for students taking the FCAT. These scores are calculated to track student progress over time in relationship to the FCAT at each grade level. This study compared the difference in DSS from 9th-grade to 10th-grade of general education students in co-taught classes. It was determined in this study that there was no statistically significant difference for general education students in co-taught language arts classes but there was a significant difference for those in mathematics classes as compared to their peers not in co-taught classes. When below proficient general education students were compared there was a significant difference for students in mathematics co-taught classes compared to those not in co-taught classes, but not for those in language arts classes. Additional analyses were conducted to determine if co-teaching was a factor in the overall learning gain calculation used by the state of Florida. It was determined that there was no significant difference in learning gains of general education co-taught students as compared to peers not in co-taught classes. Information for school and district leaders was provided to guide decision making regarding the use of co-teaching as an inclusion model. Further research is necessary to fully understand the implications of co-teaching on general education students.
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Date Issued
2010
Identifier
CFE0003005, ucf:48355
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003005
The effects of an online coaching model on secondary co-teaching teams in algebra
Title
The effects of an online coaching model on secondary co-teaching teams in algebra.
Creator
Holbrook, Jennifer, Dieker, Lisa, Marino, Matthew, Hines, Rebecca, Murawski, Wendy, University of Central Florida
Abstract / Description
Students with disabilities are included into general education classrooms to receive instruction with increasing frequency. To facilitate this inclusion, co-teaching is frequently used as a service delivery model (Friend, 2016; Murawski (&) Bernhardt, 2016). Co-teaching is a service delivery model where a general and special education teacher work in a collaborative environment to instruct students with and without disabilities (Friend, 2007, 2016). In using this approach, teachers are not...
Show moreStudents with disabilities are included into general education classrooms to receive instruction with increasing frequency. To facilitate this inclusion, co-teaching is frequently used as a service delivery model (Friend, 2016; Murawski (&) Bernhardt, 2016). Co-teaching is a service delivery model where a general and special education teacher work in a collaborative environment to instruct students with and without disabilities (Friend, 2007, 2016). In using this approach, teachers are not always provided with the professional development (PD) necessary to effectively facilitate the co-teaching partnership. In this study, the researcher conducted a quasi-experimental study to examine the effects of a 10-minute online coaching PD intervention on student achievement, co-teachers' use of different models of co-teaching, and opportunities to respond in secondary math classes. The researcher observed 30 minutes of instruction in co-taught and solo-taught classes at the beginning and the end of the intervention. The results indicated a change from pre- to post-observation of students being more engaged, student talk increasing, and teachers using multiple models of co-teaching. Additionally, the researcher collected student growth scores for both solo and co-taught classes. The results of the analysis indicated students' scores improved significantly in the co-taught compared to the solo-taught classes after the coaching intervention. The researcher discusses the findings, implications, and best practices for use with secondary co-teaching teams.
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Date Issued
2017
Identifier
CFE0006745, ucf:51869
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006745
THE IMPACT OF CO-TEACHING ON STUDENT LEARNING OUTCOMES IN SECONDARY SOCIAL STUDIES CLASSROOMS IMPLEMENTING CONTENT ENHANCEMENT ROUTINES
Title
THE IMPACT OF CO-TEACHING ON STUDENT LEARNING OUTCOMES IN SECONDARY SOCIAL STUDIES CLASSROOMS IMPLEMENTING CONTENT ENHANCEMENT ROUTINES.
Creator
Zgonc, Kimberly, Dieker, Lisa, University of Central Florida
Abstract / Description
The purpose of this study was to examine if differences exist in student learning outcomes between students who are instructed in a co-taught or non co-taught environment in secondary social studies classrooms implementing Content Enhancement Routines (CER). This study examined student and teacher data from seventeen matched pairs of co-taught and non co-taught middle and high school general education social studies teachers who participated in professional development in CER and professional...
Show moreThe purpose of this study was to examine if differences exist in student learning outcomes between students who are instructed in a co-taught or non co-taught environment in secondary social studies classrooms implementing Content Enhancement Routines (CER). This study examined student and teacher data from seventeen matched pairs of co-taught and non co-taught middle and high school general education social studies teachers who participated in professional development in CER and professional development in co-teaching if applicable. Of the 34 participating teachers, 23 were visited by school district personnel to verify implementation of CER. Five co-teaching teams, each consisting of a general and special educator, completed a Coteaching Rating Scale (CtRS) (n=10) to analyze the level of co-teaching occurring in the classroom (beginning, compromising or collaborating stage). A systematic sample of students (n = 907) completed a CER Student Perception Survey to examine perceived differences of the use of CER in co-taught and non co-taught social studies classrooms. Student state assessment scores (n = 318) in co-taught and non co-taught classrooms were analyzed to distinguish differences in student learning gains. Specifically this study investigated if differences in student performance occur when a special educator is present in the classroom. Results indicate that although there was no statistically significant difference in student learning outcomes between the two settings, the impact of teacher preparation, professional development and the implementation of CER in the secondary social studies classroom may be determining factors in student success.
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Date Issued
2007
Identifier
CFE0001645, ucf:47226
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0001645
HIGHLY QUALIFIED SECONDARY SPECIAL EDUCATION CO-TEACHIER DEFINITIONS AMONG THE FIFTY STATES
Title
HIGHLY QUALIFIED SECONDARY SPECIAL EDUCATION CO-TEACHIER DEFINITIONS AMONG THE FIFTY STATES.
Creator
Sena, Leslie, Hines, Rebecca, University of Central Florida
Abstract / Description
Rationale for this research was based on recent legislative requirements that all teachers must meet the No Child Left Behind of 2001 and Individuals with Disabilities Improvement Act of 2004 highly qualified requirements by the end of the 2005-2006 school year. The purpose of the study was to determine the extent to which state Department of Education officials representing the 50 states addressed the issue of NCLB of 2001 highly qualified personnel provisions for secondary special education...
Show moreRationale for this research was based on recent legislative requirements that all teachers must meet the No Child Left Behind of 2001 and Individuals with Disabilities Improvement Act of 2004 highly qualified requirements by the end of the 2005-2006 school year. The purpose of the study was to determine the extent to which state Department of Education officials representing the 50 states addressed the issue of NCLB of 2001 highly qualified personnel provisions for secondary special education co-teachers. Information for this study was represented by online documents that were retrieved from DOE websites across the United States. Findings suggested that information provided in online documents from state DOE websites that represented the 50 states included a variety of options for special education co-teachers who were required to demonstrate core subject provisions. This study presented five themes regarding the definitions of special education co-teachers. Results in this study showed that depending upon the theme of co-teaching definition cited in online documents a range of six highly qualified options were provided. The information in this study was intended to describe current state policies and aid researchers in the review of the status of secondary special education co-teachers, analysis of current policies, and development on new policies.
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Date Issued
2006
Identifier
CFE0001165, ucf:46876
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0001165
ROLES AND INTERACTIONS OF GENERAL AND SPECIAL EDUCATION TEACHERS IN SECONDARY CO-TAUGHT TEAMS
Title
ROLES AND INTERACTIONS OF GENERAL AND SPECIAL EDUCATION TEACHERS IN SECONDARY CO-TAUGHT TEAMS.
Creator
Moorehead, Tanya, Dieker, Lisa, University of Central Florida
Abstract / Description
This study focused on identifying the components that contribute to instructional delivery in co-taught secondary classrooms in hopes of enhancing the understanding in the field of co-teaching in various secondary content areas. Employing a non-experimental mixed method research design, the study integrated qualitative and quantitative methods to gain insight into general education teachersÂÂ' roles in solo-taught and co-taught classrooms and special educatorsÃ&...
Show moreThis study focused on identifying the components that contribute to instructional delivery in co-taught secondary classrooms in hopes of enhancing the understanding in the field of co-teaching in various secondary content areas. Employing a non-experimental mixed method research design, the study integrated qualitative and quantitative methods to gain insight into general education teachersÂÂ' roles in solo-taught and co-taught classrooms and special educatorsÂÂ' roles in co-taught classrooms. Instrumentation included the use of the Teacher Roles Observation Schedule (TROS), the Colorado Assessment of Co-Teaching (CO-ACT), interview questions, and field notes. The quantitative portion of the study consisted of event recordings of teacher interactions (TROS), co-teacher perception rating scale scores (CO-ACT), and class seating charts to monitor the occurrence of one-on-one interactions with students in both settings. The qualitative portion of the research study consisted of the researcher gathering ongoing field notes and teacher interviews. The researcher sought to identify the interaction behaviors of secondary co-teaching teams. The most and least successful co-teaching teams were identified based on the findings. The findings indicate teacher preparation programs need to prepare all teachers to first consider the diverse learning needs of all students and second, to effectively collaborate in inclusive settings. Special education preparation programs need to include more secondary content teaching courses. Likewise, general education preparation programs need to prepare future secondary general educators to differentiate instruction to meet the needs of students with disabilities. In addition to improvements in teacher preparation programs, school leaders need to provide ongoing support for co-teachers via planning time and professional development, so they can maximize the collaborative potential embedded within the co-teaching model.
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Date Issued
2010
Identifier
CFE0003318, ucf:48496
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003318
The effect of pre-service teaching on student achievement using a co-teaching model at an elementary school in a large, urban school district in central Florida
Title
The effect of pre-service teaching on student achievement using a co-teaching model at an elementary school in a large, urban school district in central Florida.
Creator
McHale, Walton, Murray, Kenneth, Murray, Barbara, Doherty, Walter, Hutchinson, Cynthia, University of Central Florida
Abstract / Description
This study was focused on the effect of pre-service teaching utilizing a co-teaching model on student achievement at an elementary school in a large, urban school district in central Florida. The contribution of university student teachers (i.e., interns) to elementary school achievement was investigated. Specifically explored was the difference between student achievement scores in classes with interns who participated in a co-teaching model and interns in classes that did not employ any...
Show moreThis study was focused on the effect of pre-service teaching utilizing a co-teaching model on student achievement at an elementary school in a large, urban school district in central Florida. The contribution of university student teachers (i.e., interns) to elementary school achievement was investigated. Specifically explored was the difference between student achievement scores in classes with interns who participated in a co-teaching model and interns in classes that did not employ any structured approach to intern teaching. The researcher compared seven classes that employed co-teaching, where the university intern teacher and master teacher remained in the class conducting instruction, to seven classes that had a more traditional approach to the intern teaching. The co-teaching intern model did not exert a significant effect, either positive or negative, on student achievement. Also investigated was the effect of an intern, utilizing any model, on student achievement scores, when compared to similar classes without the presence of an intern. The study utilized 14 classes with interns and 13 classes without interns; each group had populations of approximately 285 students. The presence of an intern did not exert a significant effect, either positive or negative, on student achievement. However, the data indicated that the presence of an intern could positively influence mathematics scores.Additionally, the impact of teacher quality and socio-economic status on student achievement in reading and mathematics were explored. The data revealed the value of the individual teacher significantly affected student success in reading and mathematics. In reading, socio-economic status also significantly affected student achievement.
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Date Issued
2015
Identifier
CFE0005841, ucf:50912
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005841
Evaluating Improvisation as a Technique for Training Pre-Service Teachers for Inclusive Classrooms
Title
Evaluating Improvisation as a Technique for Training Pre-Service Teachers for Inclusive Classrooms.
Creator
Becker, Theresa, Hines, Rebecca, Beverly, Monifa, Hopp, Carolyn, Hamed, Kastro, University of Central Florida
Abstract / Description
Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little...
Show moreImprovisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher's self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs t-tests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants' self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants' aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and..., mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who had commutation difficulties, by providing the pre-service teachers with strategies for using body language, emotional mirroring, vocal prosody and acceptance to foster interaction and communication with the student.Results from this investigation appear to substantiate the benefit of using improvisation training as part of a pre-service teacher methods course for preparing teachers for inclusive elementary classrooms. Replication of the study is encouraged with teachers of differing populations to confirm and extend results.
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Date Issued
2012
Identifier
CFE0004516, ucf:49273
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004516