The Relationship Among Best Practices for Co-Teaching, Professional Development, and Teachers’ Perceptions

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dc.contributor.authorMurphy, Michele
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2016-03-04T16:03:45Z
dc.date.available2016-03-04T16:03:45Z
dc.date.issued2011-08
dc.descriptionTo see paper in its entirety contact archives@goucher.edu or call (410)337-6075.en_US
dc.description.abstractThe purpose of this study was to determine co-teachers’ perceptions of the impact of professional development on their co-teaching practices. The study used a qualitative cross-sectional survey design to determine teachers’ perceptions of the impact of the professional development available to co-teachers participating as formal participants in co-teaching initiatives. A survey was used to measure teacher perceptions about those professional development offerings having a positive impact and those offerings having little or no impact on professional classroom practices.en_US
dc.format.extent55 p.en_US
dc.genreaction research papersen_US
dc.identifierdoi:10.13016/M2SM81
dc.identifier.urihttp://hdl.handle.net/11603/2431
dc.language.isoen_USen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
dc.subject.lcshEducation -- Research papers (Graduate)
dc.subject.lcshTeaching teams -- Research
dc.subject.lcshTeachers -- Research
dc.subject.lcshCareer development -- Research
dc.titleThe Relationship Among Best Practices for Co-Teaching, Professional Development, and Teachers’ Perceptionsen_US
dc.typeTexten_US

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