The Impact of Coteaching on End-of-course Test Scores PDF Download
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Author: Beverly Nicole Johnson
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 118
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Book Description
Coteaching is an instructional strategy that improves the achievement of students with disabilities, but few researchers examined the impact of coteaching on general-education students. Vygotsky's social-constructivist perspective of learning, the zone of proximal development, was the theoretical framework used in this research study. The influence of coteaching on general education students' mathematics End-of-Course Test (EOCT) scores is not known. The purpose of this retrospective and predictive, non-experimental, quantitative study was to determine if participation in coteaching classrooms makes a difference in the academic achievement of general-education students' 9th-grade mathematics EOCT scores. The study examined achievements of 9th-grade general-education students from a Georgia high school. The achievements of general-education students in traditional and in coteaching classes, moderated by gender, were analyzed using individual scaled scores from the 9th-grade mathematics EOCT. The study was designed to determine if coteaching and gender have an effect on the academic performance of general-education mathematics students. Data for this study were analyzed using an independent t-test and ANOVA. Results revealed that general-education students performed at higher levels in traditional mathematics classes than in coteaching mathematics classes. In addition, in traditional mathematics classes, girls performed slightly better than boys while in coteaching mathematics classes, boys performed better than girls. On average, co-taught girls failed to meet the average passing proficiency level.
Author: Beverly Nicole Johnson
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 118
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Book Description
Coteaching is an instructional strategy that improves the achievement of students with disabilities, but few researchers examined the impact of coteaching on general-education students. Vygotsky's social-constructivist perspective of learning, the zone of proximal development, was the theoretical framework used in this research study. The influence of coteaching on general education students' mathematics End-of-Course Test (EOCT) scores is not known. The purpose of this retrospective and predictive, non-experimental, quantitative study was to determine if participation in coteaching classrooms makes a difference in the academic achievement of general-education students' 9th-grade mathematics EOCT scores. The study examined achievements of 9th-grade general-education students from a Georgia high school. The achievements of general-education students in traditional and in coteaching classes, moderated by gender, were analyzed using individual scaled scores from the 9th-grade mathematics EOCT. The study was designed to determine if coteaching and gender have an effect on the academic performance of general-education mathematics students. Data for this study were analyzed using an independent t-test and ANOVA. Results revealed that general-education students performed at higher levels in traditional mathematics classes than in coteaching mathematics classes. In addition, in traditional mathematics classes, girls performed slightly better than boys while in coteaching mathematics classes, boys performed better than girls. On average, co-taught girls failed to meet the average passing proficiency level.
Author: Mark Reinhardt
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 119
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Book Description
A study was conducted to investigate the effects of co-teaching on special education students enrolled in Tech Prep level English and mathematics classes in one school district in south central Pennsylvania. Data were collected from final examinations taken by special education students in co-taught and non co-taught classes over a four-year period. Scores on the final examinations were analyzed to look for short-term effects of co-teaching. Additionally, over the same four-year period, special education student PSSA scores in reading and mathematics were recorded and analyzed. Analysis of this data provided insights into the long-term effects of co-teaching. Outcomes of final examination scores revealed that co-teaching had a statistically significant effect on final examinations given in English. In mathematics, however, co-teaching had only a moderate effect. The analysis of PSSA scores concluded that co-teaching had little or no impact on long-term student achievement.
Author: Tammy Nash
Publisher:
ISBN:
Category : Students with disabilities
Languages : en
Pages : 151
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Book Description
Recent legislation in education mandates that students with disabilities be given access to the general education curriculum in order to reach higher academic standards. To meet these requirements, co-teaching has become a popular service delivery model for instruction of students with disabilities within the general education setting. The purpose of this causal-comparative study was to compare math achievement of secondary students with disabilities in general education co-taught math classes to students with disabilities in special education resource math classes. Participants included 145 high school students with disabilities from four large suburban schools in Northeast Georgia. Learning outcomes were measured by scores on the Georgia Math II End of Course Test. Math I End of Course Test scores from the previous school year were used as a covariate to control for differences in math ability between the groups. Data were analyzed for statistical significance using an ANCOVA. Results indicated that students instructed in co-taught math classes had higher mean scores on end of course tests than students instructed in resource math classes. The findings suggest that co-teaching had a small effect in influencing outcomes in math. Implications for practice indicate that the design of effective teaching practices and instruction are necessary for the attainment of math skills. Future research would help identify important instructional components, teacher experience and training, as well as provide broader generalization of results.
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: Raul D. Garcia
Publisher:
ISBN: 9781658475556
Category :
Languages : en
Pages : 64
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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: 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: William Joshua Taylor
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 120
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Book Description
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: James M. Kauffman
Publisher: Taylor & Francis
ISBN: 131551768X
Category : Education
Languages : en
Pages : 965
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Book Description
The purpose of the Handbook of Special Education is to help profile and bring greater clarity to the already sprawling and continuously expanding field of special education. To ensure consistency across the volume, chapter authors review and integrate existing research, identify strengths and weaknesses, note gaps in the literature, and discuss implications for practice and future research. The second edition has been fully updated throughout to take into account recent changes to federal laws as well as the most current academic research, and an entirely new section has been added on research methods in special education.
Author: Gloria Lodato Wilson
Publisher: ASCD
ISBN: 1416623213
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: 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.
