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Enacting Co-Teaching in Schools
Enacting Co-Teaching in Schools
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260311091516.5
- ISBN
- 9798270232696
- DDC
- 370.71
- 서명/저자
- Enacting Co-Teaching in Schools / Kimberly Dawn Waltmon
- 발행사항
- [Sl] : The University of Texas at Austin, 2025
- 형태사항
- 1 electronic resource (107 pages)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-06, Section: A.
- 주기사항
- Advisors: Woulfin, Sarah Committee members: Reyna, Sylvia; Reyes, Pedro; Grissom, Sarah.
- 학위논문주기
- - D.Ed. : The University of Texas at Austin, 2025.
- 초록/해제
- 요약More students are being educated in inclusive settings and teachers are seeking strategies to meet the varied needs of learners. Inclusive educational practices, such as co-teaching have gained in popularity due to inclusion reform and legislative changes. This qualitative case study analyzes the perceptions and experiences of collaborative teachers, campus administrators, and district administrators in a central Texas school district to understand the supportive conditions and administrative actions needed to enact co-teaching. This study identifies supportive conditions and administrative actions that lend to the implementation of co-teaching practices. Key findings reveal that supportive conditions include professional learning, co-planning opportunities, support from the instructional coach, relationships, master scheduling, and vision and expectations. This research contributes to the literature by offering actionable recommendations that support the implementation of co-teaching practices. The research findings highlight the importance of conditions that educators need to enact inclusive practices and the administrative actions that strengthen co-teaching in schools.
- 언어주기
- English
- 일반주제명
- Education
- 일반주제명
- Teacher education
- 키워드
- Schools
- 기타저자
- The University of Texas at Austin Educational Leadership and Policy
- 기본자료저록
- Dissertations Abstracts International. 87-06A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520260311091516.5
■006m o d
■007cr|nu||||||||
■020 ▼a9798270232696
■040 ▼aMiAaPQD▼beng▼cMiAaPQD▼erda
■082 ▼a370.71
■1001 ▼aWaltmon, Kimberly Dawn▼eauthor.
■24510▼aEnacting Co-Teaching in Schools ▼cKimberly Dawn Waltmon
■260 ▼a[Sl]▼bThe University of Texas at Austin▼c2025
■264 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a1 electronic resource (107 pages)
■336 ▼atext▼btxt▼2rdacontent
■337 ▼acomputer▼bc▼2rdamedia
■338 ▼aonline resource▼bcr▼2rdacarrier
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-06, Section: A.
■500 ▼aAdvisors: Woulfin, Sarah Committee members: Reyna, Sylvia; Reyes, Pedro; Grissom, Sarah.
■5021 ▼bD.Ed.▼cThe University of Texas at Austin▼d2025.
■520 ▼aMore students are being educated in inclusive settings and teachers are seeking strategies to meet the varied needs of learners. Inclusive educational practices, such as co-teaching have gained in popularity due to inclusion reform and legislative changes. This qualitative case study analyzes the perceptions and experiences of collaborative teachers, campus administrators, and district administrators in a central Texas school district to understand the supportive conditions and administrative actions needed to enact co-teaching. This study identifies supportive conditions and administrative actions that lend to the implementation of co-teaching practices. Key findings reveal that supportive conditions include professional learning, co-planning opportunities, support from the instructional coach, relationships, master scheduling, and vision and expectations. This research contributes to the literature by offering actionable recommendations that support the implementation of co-teaching practices. The research findings highlight the importance of conditions that educators need to enact inclusive practices and the administrative actions that strengthen co-teaching in schools.
■546 ▼aEnglish
■590 ▼aSchool code: 0227
■650 4▼aEducational administration
■650 4▼aEducation
■650 4▼aTeacher education
■653 ▼aSeeking strategies
■653 ▼aCo-teaching practices
■653 ▼aSchools
■653 ▼aProfessional learning
■7102 ▼aThe University of Texas at Austin▼bEducational Leadership and Policy.▼edegree granting institution.
■7201 ▼aWoulfin, Sarah▼edegree supervisor.
■7730 ▼tDissertations Abstracts International▼g87-06A.
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17361244▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
