Date of Award/Publication

4-16-2003

Document Type

Thesis

Degree Name

MS in Mathematics, Science, and Technology Education

Abstract

This study's focus is on how a math teacher and a special educator can be more effective working together in a ninth-grade inclusion classroom using NSF-funded, reading intensive, Core-Plus mathematics material. The study is focused on eight components of effective coteaching partnerships. A coteaching rating scale is used to evaluate the working relationship between two pairs of coteachers before and after a series of seminars. The seminars focus on helping the mathematics teacher address students' reading difficulties, on the one hand, and, on the other, helping the special educators become more familiar with the technology required in the classroom.

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