Date of Award
12-2024
Culminating Project Type
Dissertation
Styleguide
apa
Degree Name
Educational Administration and Leadership, K-12: Ed.D.
Department
Educational Administration and Higher Education
College
School of Education
First Advisor
Frances Kayona
Second Advisor
John Eller
Third Advisor
Amy Christensen
Fourth Advisor
Steven Emerson
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
models of teacher collaboration
Abstract
This qualitative study explored the knowledge and experiences of co-teaching teams using the one teach-one assist and station teaching models. Through data collection and analysis of a focus group and teacher interviews, the study examined the influence of co-teaching models on co-teacher ‘performance in a collaborative setting. The process of selecting study participants was done through the snowball sampling technique. Participants of the study were eight select Minnesota school teachers at the elementary, middle school and secondary levels who were identified as teachers who use the one teach-one assist and station teaching models, and who agreed to be part of the study.
The findings regarding the co-teachers’ knowledge and perceptions of the one teach-one assist and station teaching models were presented in six main themes for their relation to teacher understanding and involvement: (a) greater access to curriculum for students, (b) communication between co-teachers, (c) common planning time, (d) mutual respect of co-teaching partners, (e) shared leadership of co-teaching partners, and (f) an increase in professional development opportunities. This study demonstrated that effective co-teaching model implementation requires positive interdependence among teachers, effective cooperation strategies, and shared or common goals.
Recommended Citation
Bates, Betty J., "A Qualitative Review of the Knowledge and Experiences of Special Education Teachers Using the One Teach-One Assist and Station Teaching Models" (2024). Culminating Projects in Education Administration and Leadership. 125.
https://repository.stcloudstate.edu/edad_etds/125
Comments/Acknowledgements
I thank God first, who is the head of my life. His grace and mercy have seen me through this journey. Without him nothing is possible. Thank you for your direction and perseverance to stay on this course.
Thank you to all of the professors and staff at St. Cloud State that have invested their time with me so that I was able to complete this dissertation. Your encouragement and guidance have been invaluable. I have learned through all of you, that confidence in self will always be the first step to success. I also have great admiration for the wonderful mentors in the writing center. I do not know what I would have done without you.
I am thankful to my family that have continued to encourage me to push myself, often past my projected limit. At that point was I able to really continue this journey. Thank you to all of those that prayed for me. Your prayers have unlocked doors.