Inclusive Practices in the Collaborative, Co-Taught K-12 Classroom in One Virginia School Division: A Qualitative Study
| dc.contributor.author | Fleming, Jennifer Lynn | en |
| dc.contributor.committeechair | Mullen, Carol Ann | en |
| dc.contributor.committeemember | Cash, Carol S. | en |
| dc.contributor.committeemember | Brinkmann, Jodie Lynn | en |
| dc.contributor.committeemember | Klimaitis, Cindy Carter | en |
| dc.contributor.department | Counselor Education | en |
| dc.date.accessioned | 2022-09-17T08:00:14Z | en |
| dc.date.available | 2022-09-17T08:00:14Z | en |
| dc.date.issued | 2022-09-16 | en |
| dc.description.abstract | The topic of this study is inclusive strategies utilized by teachers in collaborative, co-taught K-12 classrooms. The purpose of this qualitative study was to identify inclusive practices, strategies, communication, and professional development (PD) factors in collaborative, co-taught K-12 inclusive classrooms. A gap was addressed in the literature by exploring and investigating the lived experiences of collaborative, co-teaching teams. The primary research question for this study was, what practices and strategies are implemented in collaborative, co-taught K-12 classrooms? The secondary questions were (a) What strategies do co-teaching collaborations utilize? (b) What communications/collaborations between partners were utilized? (c) What additional training/support do co-teaching partners need from administrators? A demographic survey of 48 teachers was completed, and focus groups or one-on-one interviews were conducted with nine participants from nine schools. The research site consisted of teachers from nine K-12 public schools representing varying levels: primary, middle, and secondary. Nine eligible teachers agreed to participate in a one-on-one or focus group interview paired by areas of expertise using a protocol. Criteria for participation were one or more years of experience in an inclusive, collaborative, co-taught K-12 classroom within the pre-selected rural school division in Southwest Virginia. Data on effective practices and strategies in collaborative, co-taught K-12 classrooms as perceived by teachers were analyzed. Deductive coding was used to determine common themes, similarities, differences, and patterns from the data. Eight major findings were discovered, including collaborative, co-teaching pair strategies, administrative needs, and tips for future pairs. An in-depth understanding of the perspectives of the collaborative, co-teaching pair focusing on the pair's communication, responsibilities, tasks, and expectations helped to identify strategies for improving inclusive practices. The interview findings were used to identify strategies (e.g., differentiated lessons, scaffolding, team approach, and station teaching) for improving inclusive practices. Studying inclusive practices in the collaborative, co-taught K-12 classroom is important for raising awareness about the importance of this kind of teaching relationship for improving the learning environment of all students and increasing academic achievement. | en |
| dc.description.abstractgeneral | Studying inclusive practices in the collaborative, co-taught K-12 classroom is important for raising awareness about the importance of this kind of teaching relationship for improving the learning environment of all students and increasing academic achievement. A demographic survey of 48 teachers was completed and one-on-one interviews or focus group interviews paired by areas of expertise were conducted with 9 eligible participants from 9 schools who agreed to participate. The research site consisted of teachers from 9 schools from varying levels, primary, middle, and secondary K-12 public schools. Criteria for participation were 1 or more years of experience in an inclusive, collaborative, co-taught K-12 classroom within the pre-selected rural school division in Southwest Virginia. An in-depth understanding of the perspectives of the collaborative, co-teaching pair focusing on the pair's communication, responsibilities, tasks, and expectations helped to identify strategies (e.g., differentiated lessons, scaffolding, team approach, and station teaching) to provide literature-based strategies for improving inclusive practices. Studying inclusive practices in the collaborative, co-taught K-12 classroom is important for raising awareness about the importance of this kind of teaching relationship for improving the learning environment of all students and increasing academic achievement. | en |
| dc.description.degree | Doctor of Education | en |
| dc.format.medium | ETD | en |
| dc.identifier.other | vt_gsexam:35575 | en |
| dc.identifier.uri | http://hdl.handle.net/10919/111847 | en |
| dc.language.iso | en | en |
| dc.publisher | Virginia Tech | en |
| dc.rights | In Copyright | en |
| dc.rights.uri | http://rightsstatements.org/vocab/InC/1.0/ | en |
| dc.subject | collaboration | en |
| dc.subject | collaborative strategies/practices | en |
| dc.subject | co-teaching | en |
| dc.subject | inclusion | en |
| dc.subject | inclusive | en |
| dc.subject | K-12 education | en |
| dc.subject | leadership | en |
| dc.subject | United States | en |
| dc.title | Inclusive Practices in the Collaborative, Co-Taught K-12 Classroom in One Virginia School Division: A Qualitative Study | 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 | Doctor of Education | en |
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