Secondary Co-Teachers’ Perceptions of Their Competence in Co-Teaching and Utilizing Integrative Technology

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dc.contributor.advisorBeavers, Elizabeth
dc.contributor.committeeMemberLastrapes, Renee
dc.contributor.committeeMemberDivoll, Kent
dc.contributor.committeeMemberWillis, Jana
dc.creatorCavaliere, Christina M
dc.creator.orcid0000-0002-7296-762X
dc.date.accessioned2022-01-11T20:11:41Z
dc.date.available2022-01-11T20:11:41Z
dc.date.created2020-08
dc.date.issued2020-10-19
dc.date.submittedAugust 2020
dc.date.updated2022-01-11T20:11:42Z
dc.description.abstractWhen ensuring the least restrictive environment for students eligible and receiving special education services a delivery option frequently considered is providing a second teacher in the general education classroom. This second teacher is often a specialist in special education instruction which allows for an increase in opportunities for differentiation and specially designed instruction through the instructional model known as co-teaching. Related, instruction is increasingly being presented through integrative technology. The purpose of this study was to explore secondary educators’ perceptions of their competence in co-teaching and utilizing integrative technology, and the relationship it has with educators’ perceived practices. The findings from this study illustrated the illusion of beliefs and knowledge and emphasized the disconnect between knowledge and classroom practice. Several misconceptions of co-teaching and integrative technology are presented within this study’s findings.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/10657.1/2593
dc.language.isoen
dc.subjectsecondary
dc.subjectco-teachers
dc.subjectperceptions
dc.subjectcompetence
dc.subjectco-teaching
dc.subjectutilizing
dc.subjectintegrative technology
dc.subjecttechnology
dc.subjectleast restrictive environment
dc.subjectinclusion
dc.subjectmisconceptions
dc.titleSecondary Co-Teachers’ Perceptions of Their Competence in Co-Teaching and Utilizing Integrative Technology
dc.typeDissertation
dc.type.materialtext
thesis.degree.grantorUniversity of Houston-Clear Lake
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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