Date of Award
Spring 2025
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Committee Chair
Jennifer Putnam
Abstract
This multiple-site case study investigated how high school teachers’ perceptions impacted their collective teaching practices. It also provided information on how and if the six models of co-teaching designed by Cook and Friend (1995) were being utilized. Qualitative data were gathered through surveys, observations, document analysis, and interviews with regular and special education teachers at four district high schools. Three key findings were determined. First, there was a lack of understanding of the six co-teaching models and how to incorporate them successfully. Second, based on observations, teachers only utilized one of the six models created by Friend. The third and final finding determined that there was a minimal but positive impact on students in the co-taught setting. The findings determined there needs to be more training provided for teachers involved in the co-teaching classroom in addition to being provided with a common planning time. Teachers must also be willing to collaborate with each other for co-teaching to be successful.
Recommended Citation
Tuttle, Amber L., "Co-Teaching: An Examination of How High School Teachers' Perceptions Impact Collective Teaching Practices in One North Carolina District" (2025). Doctor of Education Dissertations. 229.
https://digitalcommons.gardner-webb.edu/education-dissertations/229
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License