Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Student and Teacher Perceptions of the Five Co-Teaching Models: A Pilot Study

  • Randa G. Burks-Keeley, M.A. (Author) New Mexico State University image/svg+xml
    Randa G. Burks-Keeley, M.A: Ms. Burks-Keeley is a Doctoral Candidate of Special Education in the Department of Special Education and Communication Disorders at New Mexico State University. Her research focus is in the area of co-teaching and inclusive practices in literacy. Prior to entering the doctoral program at New Mexico State University, Ms. Burks-Keeley held teaching assignments in the general, gifted, and special education classroom. Additionally, Ms. Burks-Keeley serves as a reviewer for multiple special education journals. Ms. Burks-Keeley will continue her research of co-taught classrooms and inclusive practices upon her graduation.
  • Monica R. Brown, Ph.D. (Author) New Mexico State University
    Monica R. Brown, Ph.D: Dr. Monica R. Brown Brown is a Professor of Special Education in the Department of Educational and Clinical Studies at UNLV. She teaches in the area of Secondary (Special) Education, which includes reading, transition, and methods courses. Her research focuses on the intersectionality of disability, culture, and technology in special education. Prior to coming to UNLV, Dr. Brown was a faculty member for 10 years at New Mexico State University. Dr. Brown currently serves on editorial boards for 5 national and 1 international journal(s) and is an Associate Editor for the Diversity column of Intervention in School and Clinic. Dr. Brown is also a member of CLD’s Diversity Committee and presents annually with a cohort from the Committee on issues relevant to diversity and special populations. Dr. Brown plans to continue her research with CLD populations with disabilities and hopes to continue her work internationally. Note. Dr. Brown will begin her tenure at UNLV in August of 2014.
DOI
https://doi.org/10.64546/jaasep.256
Abstract
The potential benefits of co-teaching for students with disabilities are numerous, but more research is needed to ascertain the effectiveness of and preferences toward the current models. The purpose of this study was to (1) investigate student and teacher perceptions regarding the five co-teaching models (i.e., One Teach/One Assist, Station Teaching, Parallel Teaching, Alternative Teaching, and Team Teaching) as outlined, and (2) compare teacher and student perceptions to determine the impact on learning and teaching behaviors (i.e., classroom management, teaching model, confidence, engagement, learning, motivation, behavior, differentiated instruction, teacher authority, and work requirements). The results indicated that students and teachers perceive differences among the five co-teaching models and applies statistical data to previous findings that the one teach/one assist co-teaching model is ineffective.
Keywords
Comparative Analysis, Disabilities, Junior High School Students, Likert Scales, Mainstreaming, Pilot Projects
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How to Cite
Burks-Keeley, R. G., & Brown, M. R. (2014). Student and Teacher Perceptions of the Five Co-Teaching Models: A Pilot Study. Journal of the American Academy of Special Education Professionals, 9(3), 149-185. https://doi.org/10.64546/jaasep.256

Fall 2014

Article Information

  • Article Type Articles
  • Submitted September 25, 2014
  • Published October 15, 2014
  • Issue Fall 2014
  • Section Articles
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