Co-teaching partnerships: How culture of schools and classrooms affect practices in co-planning and co-implementing instruction

Abstract

CO-TEACHING PARTNERSHIPS: HOW CULTURE OF SCHOOLS AND CLASSROOMS AFFECT PRACTICES IN CO-PLANNING AND CO-IMPLEMENTING INSTRUCTION By: Cecilia Gray Batalo, Ph.D. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2014 Director: Paul J. Gerber, Ph.D., Professor Department of Special Education and Disability Policy School of Education The purpose of this study was to describe how the school and classroom cultures affected practices of inclusion for students with disabilities and how the inclusionary practice of coteaching was influenced by the school culture. This study sought to investigate school and classroom cultures and their impact on practices of inclusion. It also addressed the perceptions of the impact that the school and classroom cultures had on co-teaching and why some practices are effective or not effective for co-planning or co-implementation. A multicase study design was used to gather and explore observations and interviews. Data were analyzed through qualitative methods with a focus on norms, values, and routines. This study provided an understanding of how school and classroom cultures affected inclusion within one school district