An analysis of the viewpoints of general education teachers, special education teachers, and administrators on the implementation of collaborative teaching in the secondary setting with students with high incidence disabilities
Abstract
The differences in the viewpoints of secondary general education teachers, special education teachers, and administrators on the implementation of collaborative teaching in the secondary school setting were investigated. Research has been conducted at the elementary school level and collaborative teaching is being positively accepted and implemented in that area. Little research has been done at the middle school or high school level. A quantitative research methodology was utilized to study the viewpoints of secondary teachers in two separate school districts in North Carolina in relation to the feasibility of using collaborative teaching with students with high incidence disabilities. A 64-item questionnaire was administered to general education teachers, special education teachers, and administrators to assess their viewpoints on five distinct areas that research shows needs to be agreed upon by all involved for collaborative teaching to succeed (responsibility for students, evaluation of students, communication with parents, instruction, and teacher preparation). All participants were given the same questionnaire. It was prefaced by introductory questions relating to demographical information of participants, and number of courses/workshops in collaborative teaching. Five (5) hypotheses were formulated related to the five (5) distinct areas identified as being necessary for successful collaboration. Hypothesis 6 related to the differences in the responses between respondents who have had course work in collaborative teaching and those who have not. To test Hypotheses 1-5, a one-way MANOVA was used to compare responses of regular education teachers, special education teachers, and administrators. When significance was found, an LSD test was employed. To test Hypothesis 6, a one-way ANOVA was used to analyze the correction between number of courses/workshops in collaborative teaching to individual responses. Results indicated that there were no significant differences in viewpoints on hypothesis 3 (communication with parents) or hypothesis 6 (influence of courses taken on collaborative teaching). There were significant differences in the viewpoints of regular education teachers and special education teachers on the roles administrators should play on responsibility for students, evaluation of students, instruction, and preparation of materials for students. In each instance the regular education teachers placed more emphasis on the role of the administrator than did the special education teachers.
Subject Area
Educational administration|Special education|Curriculum development
Recommended Citation
Calhoun, Mary Kathryn, "An analysis of the viewpoints of general education teachers, special education teachers, and administrators on the implementation of collaborative teaching in the secondary setting with students with high incidence disabilities" (2002). ETD Collection for Fayetteville State University. AAI3345641.
https://digitalcommons.uncfsu.edu/dissertations/AAI3345641