Term of Award

Spring 2010

Degree Name

Doctor of Education in Education Administration (Ed.D.)

Document Type and Release Option

Dissertation (restricted to Georgia Southern)

Department

Department of Leadership, Technology, and Human Development

Committee Chair

Sharon Brooks

Committee Member 1

Charles Reavis

Committee Member 2

Barbara Mallory

Committee Member 3

n/a

Abstract

Co-teaching (the practice in which a general education teacher and special education teacher are responsible for providing instruction to mixed ability groups of students in the regular classroom setting) requires each teacher to share in the teaching process and therefore be held accountable for instruction of all students (Friend, Reising, and Cook, 1993). Six models of collaborative teaching (co-teaching) are offered by researchers to aid educators in facilitating instruction to exceptional students, and Georgia's state agencies provide training in these models to educators throughout the state. In research, the models of co-teaching often fail to be applied in practice (Murawski and Swanson, 2001). In Georgia, there is no current research available that describes the characteristics of co-teaching partnerships between trained special education and general education teachers in schools consistently making adequate yearly progress with their students with disabilities. The present study was a multiple case study examination of trained co-teaching partners in two successful schools. Findings in this study resulted in the emergence of a newly proposed model, One Teach- One Adapt, to highlight the significant contribution of differentiation and flexibility in facilitating instruction to students. This study is significant in that the descriptions of the co-teachers' experiences may influence how educational leaders support co-teachers' efforts in meeting the achievement expectations of exceptional students.

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