Improving co-teaching through a collaborative planning process in an eastern North Carolina district
Author
Keene, Patty Hardy
Abstract
This dissertation presents a problem of practice, small scale proof of concept focused on improving co-teaching and collaborative planning with regular and special education teachers in Hertford County, NC. The following are conclusions gained from insights developed during the project: (a) When implemented with fidelity the Co-Teaching Collaborative Planning model can be effective in classrooms in Hertford County; (b) To insure successful implementation of the model, the regular classroom teacher must relinquish control and accede to a genuine collaborative relationship, (c) The Special Educations teacher's content and curricular knowledge are enhanced through the Co-Teaching and Collaborative Planning process, and (d) Student Perceptions of the Special Education Teacher are positively changed when the Special Education Teachers becomes a fully functioning partner in a Blended Classroom.
Date
2017-11-30
Citation:
APA:
Keene, Patty Hardy.
(November 2017).
Improving co-teaching through a collaborative planning process in an eastern North Carolina district
(Doctoral Dissertation, East Carolina University). Retrieved from the Scholarship.
(http://hdl.handle.net/10342/6493.)
MLA:
Keene, Patty Hardy.
Improving co-teaching through a collaborative planning process in an eastern North Carolina district.
Doctoral Dissertation. East Carolina University,
November 2017. The Scholarship.
http://hdl.handle.net/10342/6493.
September 23, 2023.
Chicago:
Keene, Patty Hardy,
“Improving co-teaching through a collaborative planning process in an eastern North Carolina district”
(Doctoral Dissertation., East Carolina University,
November 2017).
AMA:
Keene, Patty Hardy.
Improving co-teaching through a collaborative planning process in an eastern North Carolina district
[Doctoral Dissertation]. Greenville, NC: East Carolina University;
November 2017.
Publisher
East Carolina University