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.
Recommended Citation
Philbrick, Kristen, "Regular and Special Education Teachers' Perceptions of Their Role in a Collaborative Teaching Model" (1995). Theses & Honors Papers. 261.
https://digitalcommons.longwood.edu/etd/261
Included in
Curriculum and Instruction Commons, Educational Methods Commons, Other Teacher Education and Professional Development Commons
