Evaluating the Impact of Co-teaching on Academic Achievement and Student Well Being PDF Download
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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
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
Author: Ashley Parker
Publisher:
ISBN:
Category :
Languages : en
Pages : 48
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Book Description
The purpose of this study was to investigate the impact of co-teaching on student achievement and behavior at the middle level over the course of two years. Both general education students and students with disabilities were studied to determine if co-teaching positively impacted achievement and/or behavior. There are limited studies on co-teaching at the middle level, and even fewer longitudinal studies to review. In addition, the effects of co-teaching on the general education student is still under review. This study was intended to help fill these gaps in the research and to build upon the general body of research for future studies in these areas. A quantitative research design was utilized in this study. The two research questions that guided the research were: 1. What is the impact of co-teaching on academic achievement for general education and special education students at a Title I middle school? 2. What is the impact of co-teaching on behavior for general education and special education students at a Title I middle school? Using CAASPP state test scores and Aeries SIS behavior documentation as data sources, the researcher used a two-tailed paired t-test to determine if co-teaching had a statistically significant impact on achievement or behavior over the course of two years. The researcher compared students' achievement and behavior when in a co-taught setting versus not. The statistical data collected revealed that co-teaching has a positive, yet not significant impact on achievement for both populations; however, co-teaching has a statistically significant positive impact on behavior for both general education and special education students.
Author: Ronda J. Hightower
Publisher:
ISBN:
Category :
Languages : en
Pages : 162
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Book Description
Author's abstract: School administrators are no strangers to challenges, and most readily accept challenges as long as they produce good results for students. For more than three decades, several pieces of major legislation have addressed the mandate for educating students with disabilities in the Least Restrictive Environment (LRE); however, many years later, educators are still arguing as to which is the most effective instructional model, and how different models impact student achievement. Co-teaching is an instructional model that is getting an increased amount of attention from school leaders as they are being held more accountable for the academic achievement of all students. Researchers have agreed that research on the effectiveness of co-teaching is still in its formative years and that quality data on the achievement outcomes for students in co-taught classrooms have been particularly vague. If elementary school leaders are going to continue spending the time, energy, and resources needed to implement co-taught classrooms, more than simply the popular reputation of co-teaching must be provided. Some are even asking, "Co-teaching and student achievement: Where are the data?" In this study, a comparative research design was used to establish that co-teaching did have a positive effect on reading and math achievement; however, when compared to the achievement of the resource taught students, co-taught students did not attain the significant gains in academic growth as attained by the resource taught students. Co-taught students scored slightly lower than the resource taught students in math during the second year of the study. This study provided a foundation of current research upon which studies can build and expand as school leaders continue to strive in making decisions that are best for their students.
Author: Richard A. Villa
Publisher: Corwin
ISBN:
Category : Education
Languages : en
Pages : 192
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Book Description
In A Guide to Co-Teaching the reader is guided through the planning, implementation, and reflection phases with the help of these practical features: } tips on why some co-teaching arrangements work where others fail } straightforward self-assessments to make sure your goals are being met } chapters dedicated to each of the different approaches to co-teaching: supportive, parallel, complementary and team teaching } quotes and advice from teachers and students who have been successful in co-teaching experiences } answers to frequently asked questions about implementing co-teaching and its effects o teachers, students and their families { discussions of how administrators can support teachers to move toward co-teaching.
Author: Anne M. Beninghof
Publisher: John Wiley & Sons
ISBN: 1119653339
Category : Education
Languages : en
Pages : 320
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Book Description
Guaranteed Success for the Co-teaching Classroom Following the success of the first edition, Co-Teaching That Works: Structures and Strategies for Maximizing Student Learning, Second Edition is here to provide actionable advice to co-teachers seeking to utilize one another's strengths. Unlike other co-teaching books, this manual is written for every possible educator combination—not simply general educators. You'll find sections on everything from co-teaching in literacy and speech-language therapy to special education and technology so that, no matter what subject matter or expertise, you'll be prepared to co-teach. This book is written to provide concrete, actionable advice, including: Co-Teaching Roll Out Plans Leadership Guidelines Relationship Development Best Co-Teaching Models Specially Designed Instruction And more Educators will have the opportunity to learn from other experienced co-teachers who share their personal stories, tips, and tried-and-true co-teaching techniques that lead to student success. Their creative, time-efficient approaches will revolutionize the way you view your classroom teaching strategies and enhance your ability to collaborate with other educators. Whether you are planning to build your co-teaching strategy from scratch or just looking to refine your current approach, Co-Teaching That Works will undoubtedly be a priceless resource to have in your professional toolbox.
Author: Toby J. Karten
Publisher: ASCD
ISBN: 1416629572
Category : Education
Languages : en
Pages : 271
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Book Description
Co-teaching has been increasingly adopted to support students in the general education classroom. After 20 years of field testing, we know what works—and what doesn't. In this practical guide, co-teaching and inclusion experts Toby J. Karten and Wendy W. Murawski detail the best practices for successful co-teaching and ways to troubleshoot common pitfalls. This book addresses the do's, don'ts, and do betters of * The co-teaching relationship and collaborative roles. * Co-planning instruction and assessment. * Co-teaching in action. * Academic and behavioral supports and interventions. * Collaborative reflections, improvements, and celebrations. Readers will gain valuable insights on what to start doing, what to stop doing, and how to improve their co-teaching practices to better reach all students.
Author: Gloria Lodato Wilson
Publisher: ASCD
ISBN: 1416623183
Category : Education
Languages : en
Pages : 64
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Book Description
How do you ensure that your co-teaching strategies make the most of the time that you and your co-teaching partner have in the classroom? The answer is co-planning, which will dramatically and efficiently increase the effectiveness of your instruction. In Co-Planning for Co-Teaching, author Gloria Lodato Wilson presents time-saving routines for general and special education teachers that will increase the active roles of each co-teacher and intensify instruction for students. Useful for co-teachers, administrators supervising co-teachers, and pre-service teachers, this book outlines * how to eliminate the frustration and barriers often associated with co-planning, * how to maintain the rigor of the coursework, * how best to address the needs of students, and * co-planning strategies for meeting IEP goals. Packed with useful examples for both elementary and secondary co-teachers, Wilson’s “behind-the-scenes” guidance helps co-teachers make the most of co-planning time.
Author: Melinda L. Fattig
Publisher: John Wiley & Sons
ISBN: 0787987441
Category : Education
Languages : en
Pages : 167
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Book Description
Co-Teaching in the Differentiated Classroom is a practical hands-on guide that explains how to implement co-teaching programs in mixed-ability classrooms. Based on the authors' award-winning model, this important guide shows how special education teachers can pair with general education teachers to improve classroom functioning while promoting high achievement for all students. The book provides tested frameworks and tools for teacher collaboration on lesson planning, student grouping, assessment, and discipline. It also offers guidance on managing overcrowded classrooms and on designing and implementing differentiated lessons and assignments, and includes advice for administrators.
Author: Richard A. Villa
Publisher: Corwin Press
ISBN: 1452285047
Category : Education
Languages : en
Pages : 281
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Book Description
Your go-to guide for co-teaching! When you and a co-teacher bring together your individual skill sets and strategies, you'll create a more enjoyable, creative, and productive teaching experience—with more effective outcomes for students. Featuring updated research and case studies, this brand-new edition of the go-to guide profiles the supportive, parallel, complementary, and team-teaching approaches to co-teaching. New features include: Updated discussions of co-teaching in the RTI process New explorations of the roles of paraprofessionals, administrators, and even students New lesson plans linked to the Common Core and technology Forms and tools for establishing trust, improving communication, and planning
Author: Alicia Kay Parker
Publisher:
ISBN:
Category : General education
Languages : en
Pages : 118
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Book Description
The purpose of this study was to investigate four research questions concerning the impact of co-teaching on general education students educated within a classroom inclusion model. General education students who received instruction during their 10th-grade year in a co-taught language arts or mathematics class were compared with other 10th-grade students receiving instruction from the same teacher but without the additional co-teacher. Achievement data from the Florida Comprehensive Achievement Test (FCAT) were gathered on these students. The state of Florida calculates and reports developmental scale scores (DSS) for students taking the FCAT. These scores are calculated to track student progress over time in relationship to the FCAT at each grade level. This study compared the difference in DSS from 9th-grade to 10th-grade of general education students in co-taught classes. It was determined in this study that there was no statistically significant difference for general education students in co-taught language arts classes but there was a significant difference for those in mathematics classes as compared to their peers not in co-taught classes. When below proficient general education students were compared there was a significant difference for students in mathematics co-taught classes compared to those not in co-taught classes, but not for those in language arts classes. Additional analyses were conducted to determine if co-teaching was a factor in the overall learning gain calculation used by the state of Florida. It was determined that there was no significant difference in learning gains of general education co-taught students as compared to peers not in co-taught classes. Information for school and district leaders was provided to guide decision making regarding the use of co-teaching as an inclusion model. Further research is necessary to fully understand the implications of co-teaching on general education students.
