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|a LC3982.F5 W36 2011_WanzaAndrea |2 BU-Local |
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|a Secondary (6-12) general education teachers' concerns toward co-teaching and collaboration models in inclusive settings : a mixed methods study |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2011. |
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|a xiii, 193 leaves : |b ill. ; |c 28 cm |
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|a Barry University Dissertations -- School of Education. |
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|a Thesis (Ph.D.)--Barry University, 2011. |
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|a Includes bibliographical references (leaves 135-149). |
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|a Copyright Andrea V. Wanza. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a The purpose of this mixed methods study was to assess and analyze the stages of concerns of secondary (6-12) general education teachers toward the use of co-teaching and/or collaboration models in inclusive settings in a large urban school district in South Florida. Using a triangulation mixed methods design, the study utilized the Stages of Concerns Questionnaire (SoCQ) dimension of the Concerns-Based Adoption Model (CBAM) to examine the adoption of the educational innovation of co-teaching and/or collaboration by the respondents. A purposeful sampling strategy was used and seventy-one participants completed the on-line survey consisting of open-ended and closed-ended items. Results of the quantitative data analysis revealed the highest Stages of Concern for secondary (6-12) general education teachers were Stages 0, 2 and 1, respectively which indicates that these teachers are not sure of what the innovation is, want to know more about it, and are concerned about status, rewards, and what effects the innovation might have on them. The lowest Stages of Concern were Stages 4 and 5, suggesting that these teachers have minimal concerns about the effects of the innovation on students and are not concerned with coordinating and cooperating with others regarding the use of the innovation. Qualitative data revealed a need for more support, time and training. Positive teacher attitudes, administrative support and structured professional development were identified as key components necessary to successfully implement co-teaching and/or collaboration models in inclusive settings. Co-teaching and/or collaboration in inclusive settings continues to be a growing area of interest for K-12 educators, along with state and district-level policymakers. Overall findings imply that if these teaching models are intended to produce positive academic, effective and behavioral outcomes in inclusive environments, then additional research is needed to focus on the attitudes, perceptions, professional development needs and implementation methods utilized by general education teachers. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Special education |x Florida. |
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|a Education, Secondary |x United States. |
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|a Students with disabilities. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001754/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/17/54/00001/LC3982_F5 W36 2011_WanzaAndreathm.jpg |
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|a Theses and Dissertations |
