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dc.contributor.authorWeeks, Megan
dc.date.accessioned2021-02-10T22:10:24Z
dc.date.available2021-02-10T22:10:24Z
dc.date.issued2021
dc.identifier.otherDOI: 10.25316/IR-15424en
dc.identifier.urihttps://viurrspace.ca/handle/10613/23533
dc.identifier.urihttp://dx.doi.org/10.25316/IR-15424
dc.description.abstractAlthough inclusion is becoming more widespread in Canada, little progress has been made in making upper level science courses accessible to all students in secondary schools. All students require and deserve access to science courses to help them understand the world around them. Collaborative action research was conducted in an effort to investigate the research question: how can co-teaching support inclusion in upper level science classrooms? The researcher, a special education and trained science teacher, partnered with a classroom teacher to co-teach a diverse physics 11 classroom. Numerous co-teaching methods were explored such as the one teach one support, parallel, teaming, and station models. Data was collected through pre- and post-interviews, audio and video recordings of weekly collaborative planning meetings, and a researcher journal. Five themes were evident throughout the data: time, assessment, support for teacher, co-teacher dynamics, and classroom management. The completed collaborative action research had positive results in improving teacher capacity and confidence in creating inclusive classrooms and making upper level science accessible to all students. Suggestions for practice and future research are provided based on the co-teaching experience and interpretation of the data.en_US
dc.format.extent76 pg.en
dc.format.mediumtexten
dc.format.mimetypeapplication/pdfen
dc.language.isoenen_US
dc.publisherElectronic version published by Vancouver Island Universityen_US
dc.subject.lcshTeaching teamsen
dc.titleCo-teaching and inclusion in upper level secondary science classroomsen_US
dc.typeThesisen_US
dc.ThesisDegree.nameMaster of Educationen
dc.ThesisDegree.levelMaster'sen
dc.ThesisDegree.disciplineEducationen
dc.ThesisDegree.grantorVancouver Island Universityen
dc.description.fulltexthttps://viurrspace.ca/bitstream/handle/10613/23533/Weeks.pdf?sequence=3&isAllowed=yen


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