The Impact of Co-teaching on Mathematics Achievement of Middle School General Education Students PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The Impact of Co-teaching on Mathematics Achievement of Middle School General Education Students PDF full book. Access full book title The Impact of Co-teaching on Mathematics Achievement of Middle School General Education Students by Jarrod Bingham. Download full books in PDF and EPUB format.
Author: Jarrod Bingham
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 90
Get Book Here
Book Description
To accommodate the presence of special education students in general education classrooms, many schools have implemented collaborative teaching or co-teaching, a model in which two or more teachers share responsibility for a group of students. While myriad research has demonstrated that this model benefits special education students, very little researchers have examined the effect of co-teaching upon the general education student, who often outnumber the special education students. The purpose of this quantitative causal-comparative study was to investigate co-teaching’s impact upon the mathematic achievement of general education students. The independent variable in this study was students’ placement into either a) co-teacher classrooms or b) single teacher classrooms. The dependent variable was students’ scores on the STARâ assessment by Renaissance Learningâ. Students’ scores on a previous administration of the test were covariates in the study. In addition to making the aforementioned comparison, the researcher looked for significant differences between the test scores of cotaught females and cotaught males. The researcher used an ANCOVA to run these analyses and observed no significant difference between the test scores of the treatment and control groups. The results also failed to yield a significant difference between the males and the females. While there was no significant difference among the general education students, the researcher implied that the fact that general education students did not perform at a significantly lower level might actually validate the collaborative teaching model. Future researchers should consider either duplicating this study with a larger, more diverse sample or conduct a similar study that also examines the efficacy with which collaborative teaching is being implemented.
Author: Jarrod Bingham
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 90
Get Book Here
Book Description
To accommodate the presence of special education students in general education classrooms, many schools have implemented collaborative teaching or co-teaching, a model in which two or more teachers share responsibility for a group of students. While myriad research has demonstrated that this model benefits special education students, very little researchers have examined the effect of co-teaching upon the general education student, who often outnumber the special education students. The purpose of this quantitative causal-comparative study was to investigate co-teaching’s impact upon the mathematic achievement of general education students. The independent variable in this study was students’ placement into either a) co-teacher classrooms or b) single teacher classrooms. The dependent variable was students’ scores on the STARâ assessment by Renaissance Learningâ. Students’ scores on a previous administration of the test were covariates in the study. In addition to making the aforementioned comparison, the researcher looked for significant differences between the test scores of cotaught females and cotaught males. The researcher used an ANCOVA to run these analyses and observed no significant difference between the test scores of the treatment and control groups. The results also failed to yield a significant difference between the males and the females. While there was no significant difference among the general education students, the researcher implied that the fact that general education students did not perform at a significantly lower level might actually validate the collaborative teaching model. Future researchers should consider either duplicating this study with a larger, more diverse sample or conduct a similar study that also examines the efficacy with which collaborative teaching is being implemented.
Author: Alicia Kay Parker
Publisher:
ISBN:
Category : General education
Languages : en
Pages : 118
Get Book Here
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: Shelley Kofahl
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 134
Get Book Here
Book Description
This research examined the co-teaching method of instruction for students with disabilities in the inclusion classroom setting. Quantitatively, the study sought to explore the impact of co-teaching on student achievement growth and performance. Achievement growth and performance was measured using STAR scores and TCAP assessment scores. Qualitatively, the researcher investigated teacher beliefs and attitudes toward co-teaching using a survey including Likert-scale and open-ended questions. Co-teaching was found to be beneficial, since both special education students and general education students made equal academic progress in the inclusion classroom. A teacher perception survey provided the researcher with insight into the benefits, challenges, and beliefs about co-teaching.
Author: Kenneth Lamar James
Publisher:
ISBN:
Category : Inclusive education
Languages : en
Pages : 104
Get Book Here
Book Description
Federal legislation has mandated that all students, including students with disabilities, perform at or above a certain level on standardized tests. Students with disabilities consistently have scored below the required minimum score. Educators have begun implementing co-teaching strategies in the general education classroom in order to better serve the students with disabilities. This has caused concern among some parents and other educators as to how the inclusion of special education students in the general classroom will affect the achievement of general education students. This quantitative study is designed to gather data from the math section of the Criterion Referenced Competency Test (CRCT) from four middle schools in South Georgia. This data will be gathered in order to review the scores of general education students in the co-taught environment. The study will employ the causal/comparative (ex post facto data study) design to collect the needed data.
Author: Ashley Parker
Publisher:
ISBN:
Category :
Languages : en
Pages : 48
Get Book Here
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: Raul D. Garcia
Publisher:
ISBN: 9781658475556
Category :
Languages : en
Pages : 64
Get Book Here
Book Description
This study examined the impact Integrated Co-Teaching has on math performance for 9th grade general education students as measured by Regents examination success, report card grade and attendance. Previous research has been limited and inconsistent with their findings. The study consisted of two groups: 9th grade general education students assigned to a traditional Algebra classroom setting and 9th grade general education students assigned to an Integrated Co-Teaching classroom setting. Independent groups t-tests found that there were no statistically significant differences between the groups with regards to the variables observed. Results indicated that being assigned to an Integrated Co-Teaching Algebra classroom setting had no significant effect to a student attendance, report card grade and Regents test scores. This outcome implies that Integrated Co-Teaching may not be an effective intervention to improve math performance in the United States at the high school level. There were several limitations involved in this study, the sample group primarily involved students performing at level identified as Extremely Below Expectation or Below Expectation. Future researchers can expand on this study by attempting to achieve equal representation of student’s race, gender and social economic status.
Author: Marilyn Burns
Publisher: Math Solutions
ISBN: 0941355721
Category : Education
Languages : en
Pages : 140
Get Book Here
Book Description
Math coaches and specialists assigned the task of improving mathematics instruction face an enomous and complex challenge. Most coaches take on the reponsibility with a title and a charge, but seldom with a road map The Math Coach Field Guide : Charting Your Course provides just the kind of guidance needed to help coaches in this demanding and often undefined role as they strive to support teachers in their teaching of math. In this collection of 11 essays, veteran math coaches share their expertise , providing glimpses into the unique trials, false starts, and successes thay have experienced on their position.
Author: Thomas A. Romberg
Publisher: Routledge
ISBN: 1135855706
Category : Education
Languages : en
Pages : 198
Get Book Here
Book Description
Summarizing data derived from a study of the implementation of one standards-based middle school curriculum program, Mathematics in Context, this book demonstrates the challenges of conducting comparative longitudinal research in the reality of school life.
Author: Sheanoka Almon
Publisher:
ISBN:
Category :
Languages : en
Pages : 33
Get Book Here
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: Melissa Witcher
Publisher:
ISBN:
Category :
Languages : en
Pages : 26
Get Book Here
Book Description
Current educational reform in K-12 schools in this nation is much driven by the No Child Left Behind Act. One central goal of NCLB is to "bring all students (including special education children) up to grade level in reading and math, to close the achievement gap and to hold schools accountable for results"(ed.gov). Varied innovative efforts are being undertaken by school systems to ensure they meet the NCLB mandate, and one such instructional strategy is co-teaching (McDuffie, Mastropieri, & Scruggs, 2009). Co-teaching may have different names such as team teaching, parallel teaching, alternative teaching, or collaborative teaching, but the essential is having two qualified teachers in the classroom working together to plan, teach, and assess students learning (Dieker & Murawski, 2003; Bouck 2007). But research on effects of co-teaching in elementary schools is emerging and inconclusive (Dugan & Letterman, 2008). The purpose of this action research project was to compare the effects of co-teaching vs. solo teaching on students' academic achievement in the elementary school, specifically this research focused the comparative effects on fifth graders' math achievement. Participants of this study were the students of two fifth grade math classes in one elementary school, one with a regular education teacher (solo-teaching) and the other with the same regular education teacher and a special education teacher (co-teaching). Participants' math achievement as measured by both standardized and non-standardized tests including Unit tests, 120 Day test, CRCT, and ITBS) was analyzed for comparison. A series of unpaired t-tests was conducted comparing the various math scores of students in the two classes, solo teaching and co-teaching. No statistical significant difference was found, but noticeable differences in 9 out the 10 sets of math scores did seem to favor co-teaching. Results of the study indicate that co-teaching appears to have more positive effect on students' achievement in elementary schools. Due to limitations of this study (intact classes, no random selection of subjects, small sample size, teacher as researcher), further research is needed. (Contains 5 tables.).
