Measurements of student and teacher perceptions of co-teaching models

Date

2015

Authors

Keeley, Randa G.

Journal Title

Journal ISSN

Volume Title

Publisher

The Journal of Special Education Apprenticeship

Abstract

Co-teaching is an accepted teaching model for inclusive classrooms. This study measured the perceptions of both students and teachers regarding the five most commonly used co-teaching models (i.e., One Teach/One Assist, Station Teaching, Alternative Teaching, Parallel Teaching, and Team Teaching). Additionally, this study compared student responses to teacher responses to ascertain the presence of both main effects and interactions. It was found that while main effects existed regarding student and teacher perceptions, an interaction did not exist in any category. This study suggests that students perceive positive benefits when teachers implement certain co-teaching models (i.e., Station Teaching, Alternative Teaching, Parallel Teaching, and Team Teaching).

Description

Keywords

Main effects, Special education, Teaching commons

Citation

This is the published version of an article that is available at https://scholarworks.lib.csusb.edu/josea/vol4/iss1/4. Recommended citation: Keeley, R. G. (2015). Measurements of student and teacher perceptions of co-teaching models. The Journal of Special Education Apprenticeship, 4(1). This item has been deposited in with the author’s permission and in the absence of publisher policies.