Date of Award

4-3-2000

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

John S. Backes

Abstract

The purpose of this study was to examine the Perceptions, of students, parents, and teachers toward cooperative teaching in school that have implemented cooperative teaching practices. The instrument was organized into three domains for students and parents as follows: student achievement, student-teacher relationships, and student behavior. The instrument was organized into five domains for teachers as follows: student achievement, student-teacher relationships, student behavior, teacher to teacher relationships, and professional development. There was one open-ended question at the end of the survey asking respondents to comment on cooperative teaching. Six upper midwest elementary schools participated in the study. A total of 523 students, 77 parents, and 41 teachers completed the surveys. The results indicated that there was a significant difference in perceptions of cooperative teaching between students, parents, and teachers. Students' perceptions of the benefits, of cooperative teaching were positive but lower than that of parents and teachers, in the domains of student achievement, student-teacher relationships, and student behavior. There were no significant differences in perceptions between general education teachers and special education teachers nor any significant differences between perceptions of female and male teachers. There was a significant difference in perceptions of the benefits of cooperative teaching between female students and male students. That is, male students' perceptions of the benefits of cooperative teaching were positive, but lower than that of female students. There was a significant difference in perceptions of the benefits of cooperative teaching between teachers with fewer than 11 years of teaching experience and teachers with 11 or more years of teaching experience. That is, teachers with more than 11 years of teaching were positive but lower than that of teachers with fewer than 11 years of teaching experience in the domains of student-teacher relationships and student achievement.

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