Alexandria Digital Research Library

Towards an Operational Definition of Effective Co-Teaching: Instrument Development, Validity, and Reliability

Author:
La Monte, Michelle Evonne
Degree Grantor:
University of California, Santa Barbara. Education
Degree Supervisor:
Michael Gerber
Place of Publication:
[Santa Barbara, Calif.]
Publisher:
University of California, Santa Barbara
Creation Date:
2012
Issued Date:
2012
Topics:
Education, Evaluation and Education, Special
Keywords:
Collaborative teaching
Confirmatory factor analysis
Coteaching
Survey
Inclusion
Co-teaching
Genres:
Dissertations, Academic and Online resources
Dissertation:
Ph.D.--University of California, Santa Barbara, 2012
Description:

This study focused on developing a valid and reliable instrument that can not only identify successful co-teaching, but also the professional development needs of co-teachers and their administrators in public schools. Two general questions about the quality of co-teaching were addressed in this study: (a) How well did descriptors within each of four hypothesized survey constructs interrelate and represent specific intended constructs? and (b) did differences in perception of co-teaching quality exist among various subgroups of teachers and administrators based on their roles and experiences regarding co-teaching?

Factors that emerged from an exploratory factor analysis of a pilot study served as the main conceptual framework of this research. Based on review of the pattern of factor loadings and other technical analysis, the present survey was finalized. Revised items were then tested with 234 public school teachers. Findings revealed evidence supporting both reliability and validity of the survey instrument which was interpreted to support its use to inform future research on co-teaching.

Reliability measures indicated an overall alpha of 0.95 for all 42 items; with alpha's ranging from 0.76 to 0.91 for the four factors. Validity measures were 0.84 for the Standardized Root Mean Residual and 0.95 for the Comparative Fit Index. In addition, insights gained through the analysis of differences among respondent subgroups were interpreted to suggest possible applications to inform professional development in co-teaching. In general differences across the groups suggest that the groups do not consistently agree upon what constitutes successful co-teaching.

Physical Description:
1 online resource (139 pages)
Format:
Text
Collection(s):
UCSB electronic theses and dissertations
ARK:
ark:/48907/f3mw2f3t
ISBN:
9781267934109
Catalog System Number:
990039503300203776
Rights:
Inc.icon only.dark In Copyright
Copyright Holder:
Michelle La Monte
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