Date of Award:

5-2012

Document Type:

Dissertation

Degree Name:

Doctor of Education (EdD)

Department:

School of Teacher Education and Leadership

Department name when degree awarded

Education (Curriculum and Instruction)

Committee Chair(s)

Scott Hunsaker

Committee

Scott Hunsaker

Committee

Sarah Clark

Committee

Steven Camicia

Committee

Kerry Jordan

Committee

Barbara DeBoer

Abstract

The purpose of this study was to describe the lived experiences of the learners in a fifth-grade coteaching classroom. Because the practice of coteaching is gaining popularity in schools, there is increasing use of this teaching method in general education classrooms. If learning in a coteaching classroom is to be meaningful for students, it is important to have their perspective of this instructional delivery option. Through careful listening, observation, and interpretation of the students’ lived experience, a better understanding of the students’ perspective in a coteaching classroom was gained.

The results of this study suggest coteaching can be an effective teaching delivery option and that the voices of the learners in the classroom are an important source of information about what works in schools. These results are significant because they help inform future decisions about the practice of coteaching. The results also clarify ways the coteaching model can be strengthened or improved for greater success and benefit for both the teachers and the students.

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Comments

This work made publicly available electronically on May 11, 2012.

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