NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED525659
Record Type: Non-Journal
Publication Date: 2010
Pages: 194
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1244-9167-7
ISSN: N/A
The Many Faces of Co-Teaching: How Does Co-Teaching Impact Students at Different Levels of Academic Functioning?
Thompson, Kiley
ProQuest LLC, Ed.D. Dissertation, University of West Georgia
The evolution of special education has led to the development of service models that provide students with disabilities the opportunity to be in the general education classroom while facilitating the placement through additional support. As one of these service models, co-teaching has been shown to offer benefits to students with special needs and teachers, but little research is available regarding the impact of co-teaching on students at different levels of academic performance. By considering student perceptions of co-teaching and the achievement scores of co-taught students, the researcher examined the effect of co-teaching on student performance, paying specific attention to how students with special needs, general education students, and gifted students were influenced by the service model. Through the analysis of surveys, interviews, and CRCT scores, numerous trends were noted in the data. Students from all levels of academic performance expressed positive perceptions of co-teaching, stating the benefit of receiving extra help and having multiple instructional perspectives in the classroom. But despite the general positive attitudes about co-teaching, a pervasive negative assumption about co-teaching was evident in student responses. Quantitative data revealed a significant increase in CRCT scores for students with disabilities in a co-taught math class and no significant change in CRCT scores for general education and gifted students. Limitations such as small sample size and the researcher's previous relationship with some participants may have restricted the generalizability of the results. Future research should increase the size of the study in an effort to increase the reliability of the findings. Additionally, future studies should control for outside factors that could also impact results, such as variability in testing content, cultural differences, and socioeconomic status. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A