Publication Date
8-2017
Document Type
Thesis
Degree
Master of Arts in Education (MA)
MA Concentration
Special Education
Keywords
Teacher collaboration, teacher leadership, special education, co- planning, consultation, teacher self-efficacy
Advisors
Enrique Dominguez, Pamela A. Redmond
Abstract
This study measured the effects of evidence-based teacher collaboration on the behavioral and academic performance of students with IEPs. Also measured in this study were the effects of teacher collaboration on teacher self-efficacy. The targeted sample consisted of three focus students (with IEPs) in a sixth grade Social Studies class of 26 students. There was one participating general education teacher. The intervention consisted of the researcher co-planning a Social Studies unit with the cooperating teacher, pre-teaching the students with IEPs, and following up with a post-test to measure academic performance. The researcher also utilized the evidence-based approach of consultation throughout the research. The effects of the consultation and co-planning were measured through the collection of qualitative data including teacher interview and classroom observation. Teacher self-efficacy was measured through administration and analysis of a teacher survey. To assess the effects of the intervention, pre and posttests was administered to measure student academic performance. Although the study was short in duration and limited by a small sample size, the results evidence positive measurable effects of teacher collaboration on student academic performance and behavior. This research revealed that the collaborative techniques of co-planning and consultation positively impact student academic achievement, classroom behavior, and teacher self-efficacy in measurable ways. Based on these findings, several recommendations are discussed for future research.
Recommended Citation
O'Brien, E. M. (2017). Enhancing Learning Outcomes for Special Education Students through the Implementation of Evidence-Based Practices in Teacher Collaboration. Retrieved from https://touroscholar.touro.edu/tucgsoe/13
Poster