Author: Angeline Nicole O'Neal
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 127
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Book Description
In response to numerous mandates in the field of education, schools have found it imperative to ensure that teachers are incorporating effective instructional methods which meet the diverse needs of student populations within a single classroom. The co-teaching model of instruction is just one way educators have chosen to lead classroom instruction in order to reach all learners. In the co-teaching setting two or more teachers work together to deliver instruction to a heterogeneous group of students in a class. This research study was completed to determine if the co-teaching method featuring two content area teachers had a positive effect on student achievement as measured by a valid and reliable standardized achievement assessment. This study presented the history and overview of the co-teaching strategy and highlighted the implementation of this model in schools. First, the study used teacher evaluation data and administrator confirmation that the method was being used with fidelity. Then, the researcher analyzed archival data on 784 student scores on a yearly standardized assessment and broke down the data into subgroups. Finally, the researcher performed a limited mixed effects model (LMM) test to measure if student scores were higher in a co-taught with two content area teachers classroom setting when compared to students' scores in a traditional setting. Although the students in the co-taught classroom setting achieved higher scores on the yearly assessments, the differences were not at a statistically significant level. Further study on implementing the co-teaching model with two content area teachers is needed. This instructional strategy should be studied in alternative settings, additional grade levels, and other content areas to determine if this method is beneficial for all students. Also, additional longitudinal observation of this cohort might be useful to see if the co-taught classrooms resulted in longer term effects on learning.
Author: Christina Simonek
Publisher:
ISBN:
Category : Special education
Languages : en
Pages : 44
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Book Description
Author: Ashly M. McGinnis
Publisher:
ISBN:
Category :
Languages : en
Pages : 180
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Book Description
Middle school co-teachers and administrators offered information during focus groups, interviews, and surveys pertaining to co-teaching. Co-teaching in this study is defined as a special education teacher and a regular education teacher collaboratively providing instruction to a group of student with diverse learning needs. This qualitative program evaluation, conducted in a Midwestern suburban area, provides an analysis of middle school co-teaching with a focus on collaboration and professional development. The purpose of this study was to discover perceptions of middle school co-teaching from those at the front lines, including special education co-teachers, regular education co-teachers, and building administrators. The conceptual framework for this study was collaboration as defined by Friend and Cook (2013). Open and axial coding were used in the data analysis process. Findings indicated a lack of consistent and ongoing professional development, concerns with collaboration between co-teachers, and confusion with roles in co-teaching.
Author: Greg Conderman
Publisher: Corwin Press
ISBN: 1452280428
Category : Education
Languages : en
Pages : 177
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Book Description
"A valuable desktop reference for all educators devoted to increased student outcomes within a positive, effective co-teaching partnership. Each chapter contains practical strategies and tips to take you from Monday to Friday!" —Julia R. Wachal, Special Education Consultant Grantwood Area Education Agency, IA "One of the best books I′ve read on what co-teaching really means and how it is implemented in the classroom. The authors present instructional methods and interpersonal communication skills that co-teachers can use to solve typical issues." —Michael Hazelkorn, Chair and Professor of Special Education University of West Georgia Create powerful teaching partnerships that promote success for every student in inclusive classrooms! How can teachers deliver an extensive curriculum and still meet the various needs of an increasingly diverse student body? This resource demonstrates how co-teaching collaborations can effectively promote success for each learner. Purposeful Co-Teaching integrates the vital components of interpersonal skills, content knowledge, instructional design, and teaching philosophy to guide educators toward the smooth collaboration of a full, mature co-teaching relationship. The authors also provide research-based, field-tested instructional strategies for using big ideas, visuals, mnemonics, formative assessment, and more, within a collaborative teaching context. Additional resources include: Chapter activities and checklists for planning lessons Case studies from elementary and secondary teachers in various subject areas to illustrate the realities of co-teaching Real-world resources such as books, videos, and helpful Web sites Ideal for both general and special education classrooms, this indispensible resource gives co-teachers the practical, proven methods they need to help students make connections, stay engaged, and become independent and successful learners.
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: Cathy L. Valotta-Taschner
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 135
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Book Description
This study examined the performance trends on standardized test scores, in mathematics and language arts, of middle school students who had been taught in a co-teaching model with identical content-area teachers. Lastly, this study examined the similarities and differences in student performance, on standardized testing in mathematics and language arts, of middle school students who were taught in a co-teaching model with special education teachers and identical content area teachers. There were no human participants in this study. A combination of archival standardized and District Benchmark scores along with archival field observation notes and archival field interview notes were used as instruments for this study. Data revealed an increase in overall student achievement in mathematics during the content area co-teaching model. Data also revealed an increase in language arts (reading) scores on standardized testing attempts, but a decrease in District Benchmark language arts scores during the content co-teaching model. Archival field observation notes and archival field interview notes indicated that a majority of teachers preferred teaching with a content area co-teacher versus a special education co-teacher, and that teachers reported benefits in instruction for all students when co-teaching with a content area co-teacher.
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: 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: 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.
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.
