Award Date

12-1-2017

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational & Clinical Studies

First Committee Member

Cori More

Second Committee Member

Joseph Morgan

Third Committee Member

Tracy Spies

Fourth Committee Member

Michael McCreery

Fifth Committee Member

Chyllis Scott

Number of Pages

232

Abstract

This study is a survey that was intended to measure the connection between what co-teachers actually do and what they think they should be doing as best practice. Second, it intended to study the roles and responsibilities that co-teachers report fulfilling. Finally, whether self-efficacy is a predictor of co-teacher roles and responsibilities is further reported.

Three hundred twenty co-teachers participated in the study: one hundred sixty special education and 160 general education teachers in a large urban school district in the southwestern United States. Bandura’s Teacher Self Efficacy Scale (1994) was used with a tool for co-teachers designed specifically for this study.

Results of this study indicate that co-teachers, general education and special education, reported executing fewer roles than what they considered best practice. Both general and special educators reported engaging in different tasks than their co-teaching partners in the areas of co-instruction, co-planning, and co-behavior management. Co-teachers who reported having greater self-efficacy were, according to the survey results, more likely to plan and differentiate together.

Keywords

co-teaching; roles and responsibilities of co-teachers; self-efficacy; survey

Disciplines

Education | Educational Leadership | Special Education and Teaching

Language

English


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