Teacher perceptions of issues in the implementation of cooperative teaching in middle school teams

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Mary B. Hamlin (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Advisor
David B. Strahan

Abstract: This study examined critical issues affecting the implementation of cooperative teaching in 16 middle schools in North Carolina from the perspective of general and special education teachers. Key variables investigated were joint planning time, roles and responsibilities, instruction, and evaluation of students, examining differences in programs described in most and least positive terms by participants. A three-phase methodology included Phase I interviews with a teacher in each school, from which common factors were extracted to create the Phase II survey; distribution of the surveys to 56 special and 216 general teachers at these 16 schools who were teaching in cooperative programs; and Phase in team interviews at 4 schools. The response rate to the survey was 48%. An index of satisfaction was developed, schools with at least a 50% response rate to the survey were examined with this index, and four were chosen for team interviews, in order to clarify or receive further elaboration of survey responses. One had a high positive response, two had medium levels of positive responses, and one had a low positive response.

Additional Information

Publication
Dissertation
Language: English
Date: 1995
Subjects
Teaching teams $z North Carolina
Middle school teachers $z North Carolina $x Attitudes

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