| Summary |
This dissertation presents a problem of practice, small scale proof of concept focused on improving co-teaching and collaborative planning with regular and special education teachers in Hertford County, NC. The following are conclusions gained from insights developed during the project: (a) When implemented with fidelity the Co-Teaching Collaborative Planning model can be effective in classrooms in Hertford County; (b) To insure successful implementation of the model, the regular classroom teacher must relinquish control and accede to a genuine collaborative relationship, (c) The Special Educations teacher's content and curricular knowledge are enhanced through the Co-Teaching and Collaborative Planning process, and (d) Student Perceptions of the Special Education Teacher are positively changed when the Special Education Teachers becomes a fully functioning partner in a Blended Classroom. |
| General note | Presented to the faculty of the Department of Educational Leadership |
| General note | Advisor: James McDowelle |
| General note | Title from PDF t.p. (viewed March 27, 2018). |
| Dissertation note | Ed.D. East Carolina University 2017. |
| Bibliography note | Includes bibliographical references. |
| Technical details | System requirements: Adobe Reader. |
| Technical details | Mode of access: World Wide Web. |
