Elementary School Teacher Preparation and Attitudes toward Co-Teaching in an Inclusion Classroom in an Urban Division in Virginia
| dc.contributor.author | White, Daniel Scott | en |
| dc.contributor.committeechair | Price, Ted S. | en |
| dc.contributor.committeemember | Kelly, Michael D. | en |
| dc.contributor.committeemember | Cash, Carol S. | en |
| dc.contributor.committeemember | Walton, Valerie | en |
| dc.contributor.department | Educational Leadership and Policy Studies | en |
| dc.date.accessioned | 2018-10-06T06:00:59Z | en |
| dc.date.available | 2018-10-06T06:00:59Z | en |
| dc.date.issued | 2017-04-13 | en |
| dc.description.abstract | This study measured the relative strength of the relationships among the variables that research has suggested improve teacher attitudes toward co-teaching inclusion. The purpose of this mixed methods study was to determine which variable produced the strongest relationship effect on teacher attitudes toward co-teaching in an inclusion classroom. All general education and special education teachers (n=1009) in elementary schools in an urban division in Virginia were surveyed. Teacher attitudes toward a practice have had an impact on student achievement (Friend and Pope, 2005; Ghaith and Yaghi, 1997). A teacher's beliefs regarding an instructional practice or innovation were directly linked to educational improvements (Ghaith and Yaghi, 1997; Loney et al., 1976). School leaders and teacher preparation programs have provided learning experiences for prospective and current teachers (DeSutter, 2015; DuFour, 2004). These experiences were provided in an effort to ensure preparation for the challenge of teaching or co-teaching struggling students (DeSutter, 2015; DuFour, 2004). In this study, positive correlations were found between all of the research variables and teacher attitudes toward co-teaching inclusion. The highest correlations were between the leadership and professional development and the dependent variable teacher attitudes toward co-teaching in an inclusion classroom. The weakest research variable correlation was in student teaching. This mixed methods study established recommendations for leadership in the preparation and development of teachers for success in co-taught inclusion classrooms. Additionally, the study carried implications that teacher preparation programs should include more clinical teaching experiences embedded in their preparation programs. | en |
| dc.description.abstractgeneral | The topic investigated in this study was teacher preparation and attitudes toward inclusion. Inclusion is the practice of teaching students with disabilities alongside their nondisabled peers in the general education setting (Ervin, 2010). This study is a mixed methods study blending quantitative and qualitative findings. It was conducted by single administration of a Likert scale and free response item survey. All the elementary general and special education teachers (<i>n</i>=1009) in an urban division in Virginia. The research study examined teachers’ past experiences. Teachers were asked to reflect on their experiences in collaboratively teaching, or co-teaching, in inclusion classrooms. Previous research determined that leadership behavior and leader attitudes, teacher coursework, on-going continuing education through professional growth activities or professional development, and student teaching experiences all had positive effects on teacher attitudes toward inclusion. The data and analysis supported the findings of the study. Teacher responses showed their attitudes toward inclusion were influenced by each of the independent variables (leadership behavior/leader attitudes, coursework, professional development, and student teaching). Furthermore, there were changes in the relationship between the independent and dependent variables based on a variety of teacher experiences and background variables. This study is important because it blends the phenomenological findings from teacher free responses with quantitative findings on teacher attitudes toward inclusion. While all teacher groups’ responses somewhat agreed that inclusion was best for students, teachers continued to have concerns regarding the practice of co-teaching. This study identifies those concerns. The data, findings, and implications also provide insight for leaders who lead schools where teachers are prepared to practice inclusion. | en |
| dc.description.degree | Ed. D. | en |
| dc.format.medium | ETD | en |
| dc.identifier.other | vt_gsexam:10185 | en |
| dc.identifier.uri | http://hdl.handle.net/10919/85259 | en |
| dc.publisher | Virginia Tech | en |
| dc.rights | In Copyright | en |
| dc.rights.uri | http://rightsstatements.org/vocab/InC/1.0/ | en |
| dc.subject | Special Education Leadership | en |
| dc.subject | Teacher Attitudes | en |
| dc.subject | Teacher Preparation | en |
| dc.subject | Inclusion | en |
| dc.title | Elementary School Teacher Preparation and Attitudes toward Co-Teaching in an Inclusion Classroom in an Urban Division in Virginia | en |
| dc.type | Dissertation | en |
| thesis.degree.discipline | Educational Leadership and Policy Studies | en |
| thesis.degree.grantor | Virginia Polytechnic Institute and State University | en |
| thesis.degree.level | doctoral | en |
| thesis.degree.name | Ed. D. | en |
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