Semester of Graduation
Spring 2026
Degree Type
Dissertation/Thesis
Degree Name
Secondary and Middle Grades Education
Department
Bagwell College of Education
Committee Chair/First Advisor
Dr. Rachel Gaines
Second Advisor
Dr. Jorrin Abellan
Third Advisor
Dr. Preethi Titu
Abstract
Inclusive science classrooms increasingly rely on collaborative instructional approaches that combine inquiry-based pedagogy with co-teaching partnerships between general and special education teachers. However, limited research has examined how co-teachers collaboratively implement inquiry-based instructional models within inclusive middle school science settings. The purpose of this qualitative case study was to examine how general and special education co-teachers at Oak Hill Middle School collaboratively plan, implement, and assess the 5E instructional model in inclusive science classrooms. The study was guided by the question of how co-teachers work together to enact inquiry-based science instruction and two sub-topics of interest: (a) the strategies and decision-making processes used to differentiate instruction and promote student engagement, and (b) the perceived advantages and challenges of implementing the 5E model collaboratively.
Data were collected through semi-structured interviews with four co-teachers and lesson reflection documents describing specific 5E instructional experiences. Data were analyzed using an iterative coding process that included open, axial, and selective coding to identify patterns across participants and data sources. Findings revealed that co-teachers collaboratively structured planning, embedded scaffolded supports and formative assessments within the 5E model, and used reflective dialogue to refine instructional practices. Participants identified inquiry-based learning and shared instructional responsibility as advantages of co-teaching, while time constraints, pacing demands, and role negotiation presented ongoing challenges. The findings contribute to the literature on inclusive science education by illustrating how collaborative practices support the implementation of inquiry-based instruction in co-taught classrooms and by identifying conditions that strengthen effective co-teaching partnerships.