The Effects of Co-teaching on Regular Education and Special Education Students' Standardized Communication Arts Test Scores in a Suburban Midwest Middle School PDF Download
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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: 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: Greg Conderman
Publisher: Corwin Press
ISBN: 1452208336
Category : Education
Languages : en
Pages : 177
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Book Description
Create powerful teaching partnerships that promote success for every student in inclusive classrooms! Ideal for both general and special education classrooms, this indispensible resource integrates interpersonal skills, instructional design, and teaching philosophy to guide educators through the beginning stages of co-teaching relationships toward smooth collaboration. The authors provide proven instructional strategies such as visuals, mnemonics, formative assessment, and more, for use within co-teaching partnerships. Additional resources include: Chapter activities and checklists for planning lessons Case studies from various subject areas and grade levels to illustrate the realities of co-teaching Resources such as books, videos, and helpful Web sites
Author: Christina Simonek
Publisher:
ISBN:
Category : Special education
Languages : en
Pages : 44
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Book Description
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: 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: 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: Marilyn Friend
Publisher: National Professional Resources Inc
ISBN: 1949961060
Category : Education
Languages : en
Pages : 6
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Book Description
Co-teaching is a popular service delivery model for students who are entitled to special education or other specialized services, such as support services for English learners. Evidence shows that the implementation of co-teaching is significantly associated with improved student outcomes. However for co-teaching to be effective, teachers need to thoroughly understand what the arrangement entails and what it takes to make co-teaching work. In the second edition of this best selling quick-reference laminated guide, Dr. Marilyn Friend, a renowned authority on co-teaching, provides educators with an overview of the fundamental “what,” “why,” and “how” of co-teaching. Dr. Friend outlines six the following six co-teaching approaches, along with recommended frequency of use and variations for each.
Author: Gloria Lodato Wilson
Publisher: ASCD
ISBN: 1416613404
Category : Education
Languages : en
Pages : 206
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Book Description
This practical guide for teachers and administrators shows how general and special education teachers work together to boost student achievement. Includes real-life scenarios.
Author: Toby J. Karten
Publisher: ASCD
ISBN: 1416629564
Category : Education
Languages : en
Pages : 209
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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: Marilyn Friend
Publisher: National Professional Resources, Inc.
ISBN: 196150815X
Category : Education
Languages : en
Pages : 6
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Book Description
Co-teaching has evolved over the past four decades. Today, it is conceptualized as a service delivery option designed to accomplish three goals: (1) access to the general curriculum; (2) education in the least restrictive environment (LRE); and (3) improved student outcomes (Friend & Barron, 2021; King-Sears, et al., 2021; Losinski et al., 2019). In co-taught classes, attention is focused on the quality of instruction for students with disabilities in co-taught classes. The expectation is that co-teachers provide research-based specialized instruction because doing so enables students to reach state academic standards and prepares them for adult life. This guide is a roadmap to help teachers, administrators, other school staff, and parents understand the requirements for specially designed instruction (SDI). It outlines versatile and validated strategies and techniques well-suited to co-teaching, although it is a small sample of the many SDI interventions available.
