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dc.contributor.authorAlotaibi, Munirah
dc.date.accessioned2018-09-21T13:24:31Z
dc.date.available2018-09-21T13:24:31Z
dc.date.issued2017-05
dc.identifier.urihttp://hdl.handle.net/1951/70408
dc.description1 online resource (vi, 74 pages) : illustrations.en_US
dc.description.abstractThe purpose of this quantitative study was to examine the perception of special education teachers about co-teaching in two areas that are teachers practice and effectiveness of co-teaching for students with learning disabilities at Saudi Arabian middle and high schools. The participants were 43 special education teachers who have experience in co-teaching class. The data was collected by online survey. The one result of this study concluded co-teachers at middle and high schools in the Riyadh region of Saudi Arabia did not implement the co-teaching approach as best practices of co-teaching are documented in the literature. One strong finding was that co-teachers did not share the planning and instruction responsibilities. Another finding showed that teachers perceived there were positive effects on academic performance and behavior for students with learning disabilities in a co-taught classroom. [from abstract]en_US
dc.language.isoen_USen_US
dc.publisherState University of New York College at Fredoniaen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.subjectSpecial education teachers---Saudi Arabia---Case studiesen_US
dc.subjectEducation, Secondary--Researchen_US
dc.subjectTeaching teamsen_US
dc.titleThe perception of special teachers in Saudi Middle and High school about co-teachingen_US
dc.typeThesisen_US


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Attribution-NonCommercial-NoDerivs 3.0 United States
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivs 3.0 United States