Date of Award
1-24-2024
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Topeka Singleton
Committee Members
Debra Smith; Lonnie Williams; Topeka Singleton
Call Number
LD 251 .A566d 2023 P37
Abstract
The purpose of this phenomenological study was to explore how secondary co-teachers’ experiences influenced their attitudes when co-teaching students with a reading disability in the co-taught classroom. A total of seven secondary co-teachers were selected to represent the population for this study. Bandura’s (1977) self-efficacy theory provided the framework to synthesize co-teachers’ perceptions of their experiences influencing their attitudes and self-efficacy when teaching students with a specific learning disability in reading. An interview protocol was the sole basis for the data collection instrument. This study sought to explore how secondary co-teachers describe their experiences in the co-teaching classroom, influencing their perceptions of their attitudes when co-teaching students with a specific learning disability in reading. The phenomenological method ensured that the lived experiences of the phenomenon were discussed in depth to uncover the details of the co-teachers’ descriptions of their experiences influencing their attitudes toward teaching students with a reading disability. The three research questions aligned with Bandura’s (1977) self-efficacy theory of mastery experiences and vicarious experiences guided the interview questions. The co-teachers’ descriptions were coded and organized into seven themes and 13 sub-themes. The emerging themes provided two recommendations for practice in supporting co-teachers’ experiences in the co-teaching classroom to allow better outcomes for secondary students with a reading disability. The key findings from this study may contribute to educational research by raising awareness of secondary co-teachers’ perceptions of their experiences influencing their attitudes toward teaching students with a reading disability. Keywords: co-teachers, specific learning disability, reading, teacher attitudes, co-teaching experiences, teacher perceptions, co-teach classrooms
Rights Management
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Parie, Tiffany Parie, "Exploration Of Secondary Co-Teachers' Shared Experiences Co-Teaching Students with a Reading Disability: A Phenomenological Study" (2024). Student Theses and Dissertations. 133.
https://arch.astate.edu/all-etd/133
