Dissertation
An interpretive phenomenological analysis: understanding the co-teaching phenomenon at a rural-suburban school district
Doctor of Education (Ed.D.), Drexel University
Aug 2015
DOI:
https://doi.org/10.17918/etd-6621
Abstract
This is an Interpretive Phenomenological Analysis based in Hermeneutics and Qualitative research techniques. The co-teaching phenomenon came into popularity in the late 20th century after educational laws like Elementary and Secondary Education Act, No Child Left Behind, Education of All Handicapped Children Act and its reauthorization now known as the Individuals with Disabilities in Education Act, and section 504 of the Rehabilitation Act were enacted. This researcher sought to understand the experience of successful co-teachers at a rural-suburban school district in order to help administrators support current and future co-teaching pairs. The study participants were three pairs of co-teachers: one from the intermediate, middle, and high schools within the district. Co-teachers were chosen based on recommendations from the head of special education for the district. The participants were interviewed two times individually. The data were analyzed using two cycles of coding where the researcher searched for themes within the direct words of the participants. The following codes were identified from the coding process: relationships, intuition, misidentification of students, collaboration, and time. From these five codes, the following five themes emerged: personality/ emotional connection, a 'sixth co-teaching sense', appropriate placement of students in co-taught classes, shared responsibilities and appropriate time for learning.
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Details
- Title
- An interpretive phenomenological analysis
- Creators
- Patricia Lauren Egner - DU
- Contributors
- John M. Gould (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- 115 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 6621; 991014632449004721