Date of Award
8-16-2022
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Topeka Singleton
Committee Members
Alicia Shaw; Jacques Singleton
Call Number
LD 251 .A566d 2022 B78
Abstract
The purpose of this qualitative phenomenological research study was to explore the perspectives of Arkansas secondary school administrators regarding the use of co-teaching to deliver special education (SPED) content instruction. Individual interviews and a focus group discussion was used to collect data from nine Arkansas secondary administrators. The findings of this study suggest that Arkansas secondary administrators perceive co-teaching as a beneficial method to deliver SPED content instruction if the co-teaching pair has sufficient training and co-planning time. Additionally, these Arkansas administrators noted a variety of factors influencing the implementation of co-teaching, which include the following: budgets, teacher quality and skill, scheduling issues, and teacher buy-in. Lastly, co-teaching was not perceived as the preferred method to deliver SPED content instruction as the administrators noted that they preferred to use a variety of co-teaching, inclusion, and resource classroom settings because students learn better in different settings. Overall, this study could be used by school administrators, teachers, and parents to impact the education of thousands of public-school students across Arkansas.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Bruton, Anmity Gale, "Arkansas Secondary Administrators’ Perspectives of Co-Teaching to Deliver Special Education Content: A Phenomenological Study" (2022). Student Theses and Dissertations. 249.
https://arch.astate.edu/all-etd/249
Included in
Educational Leadership Commons, Educational Methods Commons, Special Education and Teaching Commons
