Date of Award

12-1-1995

Degree Type

Thesis

Degree Name

Master of Science

Department

Liberal Studies

First Advisor

Rachel Mathews, Ed.D.

Second Advisor

Ruth L. Meese, Ph.D.

Third Advisor

Linda Tennison, Ph.D.

Abstract

The purpose of this study was to investigate regular and special education teachers' perceptions of their role in a collaborative teaching model ..The subjects of this study were (N=39) from elementary, middle, and high school levels . A self-developed survey was used in collecting data for this research. Responses were categorized as either regular or special education, and how much question items were representative of each teacher's particular classroom situation. An independent sample t-test was used to determine any significant differences between the perceptions of regular and special education teachers. A. Pearson-r was used to examine any significant relationships between the amount of time spent co-planning, the number of years teaching, and the number of years collaboratively teaching with the teachers' overall perception of their role in a collaboratively taught classroom. Results of the study revealed that there was a significant relationship (r=.35.05) between the amount of co-planning time and teachers' perceptions of their role in a collaborative classroom.

 
 

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