Effects of Co-teaching on the Reading Achievement of Target Students with Learning Disabilities in Fourth Grade PDF Download
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Author: Heather Wilcox
Publisher:
ISBN:
Category : Fluency (Language learning)
Languages : en
Pages : 158
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Author: Heather Wilcox
Publisher:
ISBN:
Category : Fluency (Language learning)
Languages : en
Pages : 158
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Author: Christina Simonek
Publisher:
ISBN:
Category : Special education
Languages : en
Pages : 44
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Author: Sheanoka Almon
Publisher:
ISBN:
Category :
Languages : en
Pages : 33
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Book Description
As education continues to progress schools are constantly seeking innovative ways to cultivate and enhance achievement for all students. As a result many public schools are pushing toward the inclusion model. This model includes co-taught instruction to meet the many needs of special education students. This research study was implemented to investigate the comparative effects of co-teaching versus solo-teaching on student's math achievement in elementary school. Study participants included two fourth grade classes in an elementary school, one with a regular education (solo-teaching) and the other with the same regular education teacher and a special education teacher for the co-taught class. The independent variable is the teaching arrangement (co taught class vs. a solo-taught class) as considered by the school system and the dependent variable is the math achievement as measured by Number Sense, Multiplication, and Division pre and post test units. Comparison of student math achievement between co-teaching and solo-teaching showed that solo teaching was more effective than co-teaching on student's achievement in Multiplication, co-teaching was more effective on student achievement in the Number sense unit than solo-teaching, and that no statistical difference was shown between co-teaching and solo teaching in their effect on student learning in the Division unit. It is concluded that both solo teaching and co-teaching were beneficial to the two different groups of students within their various learning environments. Further experimental research is needed. (Contains 5 tables.).
Author: William Joshua Taylor
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 120
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The purpose of this study was to examine the effects of the co-teaching model on student performance on a high-stakes reading assessment. The significance of this study was to show the need for this type of research and the need for further research dealing with high-stakes assessments, its impact on at-risk students, and ways to assist at-risk students with preparation for high-stakes assessments. This study utilized a quantitative, causal-comparative design to determine if the co-teaching model influences student achievement scores while controlling for prior knowledge. The participants for this study were drawn from a convenience sample of eighth grade students from two public middle schools located in northwestern Florida, also known as the Florida Panhandle, during the spring semester of the 2017-2018 school year. The data was collected post-facto from the 2017 and 2018 iteration of the Florida Standards Assessment - English Language Arts (FSA-ELA) for the two schools and their co-teaching and traditional classroom populations. Finally, the data was analyzed using a one-way analysis of covariance (ANCOVA) to discover the influence co-teaching has on eighth grade student achievement as measured using students' scores from the Florida Standards Assessment (FSA) - English Language Arts (ELA) Grade 8. The researcher found that there is a statistically significant difference between Florida Standards Assessment reading scores among students in a co-teaching core academic course and students in traditional core academic courses while controlling for students’ baseline reading scores.
Author: Marie Michelle Jeannite
Publisher:
ISBN:
Category : Learning disabled teenagers
Languages : en
Pages : 226
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Book Description
This was a qualitative case study design that used a semi-structured and structured interview to collect data from participant teachers regarding the effectiveness of co-teaching in a special education classroom. The purpose of this study was to gain an understanding of the methods and practices used by high school general and special education teachers and to explore the lived experiences of successful co-teachers in order to gain in-depth knowledge about their experiences, toward the goal of improving co-teaching and improving student learning. Review of the literature indicated the need for professional development to support the diverse group of learners in a co-teaching setting. The literature review also showed that the success of co-teaching practice has not relied as much on the characteristics of children with disabilities in our schools as it has on the collaborative relationships amongst the adults in their environment. The study used a purposeful sample of 10 general and special education consisting of 5 females and 5 males, aged 35- 54 who were highly experienced in the co-teaching pedagogy and methodology. Data analysis was conducted using the NVivo 11 QSR Software. Transcribed interviews were coded thematically and analyzed to determine teacher perceptions of the co-teaching model. Data analysis showed that due to the lack of pedagogy, content knowledge, training, and their aspirations on how to implement instructional accommodations, general education teachers were not prepared and/or certified to provide instructional accommodations for high school students with specific learning disabilities. The results of the study showed that there was a lack of professional efficacy and parity between co-teachers within an inclusion classroom, due to the lack of content mastery and joint planning time.
Author: Catherine Moulton Garrigan
Publisher:
ISBN:
Category : Children with disabilities
Languages : en
Pages : 114
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Book Description
This study investigated the effects of the co-teaching relationship on academic achievement in the reading and writing domain for children with special needs. The primary research question was; "If special education services are provided through a co-teaching relationship, will second grade children with mild to moderate disabilities make academic gains in the reading and writing domains?" The students were assessed in September with a series of standardized and curriculum-based assessments. The students participated in a co-taught Language Arts class over a five month period. After the intervention was introduced, the researcher reassessed the students using the same assessments. To analyze the data, the researcher compared the pre-test scores with the post-test scores. Findings regarding student learning and literacy competence show that students with and without disabilities demonstrated improvements under the coteaching arrangement. On several assessments, students demonstrated performance increases which suggest multi-fold (i.e., two to four times the expected grade-level or age-level increases) acceleration in their literacy learning. The results made it clear that the co-teaching approach to literacy helped facilitate academic growth and learning for students.
Author:
Publisher:
ISBN:
Category : Language and languages
Languages : en
Pages : 452
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Author: Linda Lima Gonzalez
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 39
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Book Description
Since No Child Left Behind Act (NCLB) and Common Core State Standards (CCSS), educators have placed greater emphasis on accountability of student learning. Districts nationwide implement instructional models that provide equal educational access to all students. Co-teaching is one approach to mainstreaming subgroups, such as students with special needs, into general education classes rather than in isolated remedial classes. Although the objective is to pair a special education and a general education teacher to support special education students, both teachers instruct classrooms predominately comprised of general education students. Research is limited on the effects of co-teaching among general education students in classrooms mainstreamed with special education students and co-taught with special education teachers. This study examined 10th-grade English language arts (ELA) classes co-taught by an ELA and special education teacher and tenth-grade ELA classes solo-taught by the same ELA teacher. The researcher aimed to determine if co-teaching affected general education student achievement in general education classrooms with mainstreamed special education students. Using independent t-tests and an ANCOVA, the statistical analyses indicated no significant difference in achievement on the 2013 California Standards Test (CST), 2013 California High School Exit Examination (CAHSEE), and 2012-2013 district benchmark assessment in ELA between general education students who received instruction in a co-taught classroom and general education students who received instruction in a solo-taught classroom.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 296
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Author: Joseph Geever
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Special Education Services in the United States are moving toward more inclusive education. Legal guidelines surrounding Least Restrictive Environment (LRE) will continue to push districts and schools to increase LRE over the next decade. Discussions and decisions on how to provide inclusive education will inevitably interrogate the co-teaching model. The purpose of this research is to analyze in what ways the utilization of a co-teaching model impacts student attitudes, perceptions and student grades within the ELA classroom. While inclusive education follows an ethical imperative, co-teaching is not a research-based practice to be used as a model for inclusive education. More research is needed to validate the use of co-teaching in districts and schools. A qualitative case study utilizing a bounded system was employed, with homogenous sampling used to select participants involved in the co-taught program. An open-ended qualitative questionnaire in conjunction with an analysis of students grades across two years was used to collect data. Results were analyzed for themes and compared to previous research. Results suggested that co-teaching provides a positive impact on student wellbeing. Grade analysis indicated a positive impact on the academic achievement of Students with Disabilities (SWD) and Students Without Disabilities (SWOD). The need for more research into the impact of co-teaching on the educational needs of students remains. While studies suggest the positive impact of co-teaching on academic achievement, too many variables exist in this research to validate the practice. Additionally, there is little research into the social emotional or behavioral impacts of co-teaching. This study concluded that co-teaching has the potential to meet the educational needs of students and provide a beneficial model for inclusive education. By implementing co-teaching with rigor and goal driven data analysis, districts and schools could continue to build the data necessary to validate co-teaching as a research-based practice. Keywords: co-teaching, implementation, inclusive education, Least Restrictive Environment, Students With Disabilities, Students Without Disabilities
