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ERIC Number: ED555480
Record Type: Non-Journal
Publication Date: 2013
Pages: 141
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3034-5624-4
ISSN: N/A
Inclusion and Student Learning: A Quantitative Comparison of Special and General Education Student Performance Using Team and Solo-Teaching
Jamison, Joseph A.
ProQuest LLC, Ed.D. Dissertation, University of Phoenix
This quantitative study sought to determine whether there were significant statistical differences between the performance scores of special education and general education students' scores when in team or solo-teaching environments as may occur in inclusively taught classrooms. The investigated problem occurs because despite education's stated intent to bring the best types of education to students issues such as funding, scheduling, and other limited resources drive instructional decisions despite the need for more quantitative research, which illustrates the need for better classroom to student instruction. In this study, both team and solo-teaching employ inclusion in the classrooms where students classified as special education and general education shared the same classroom at the same time. Many times two teaching professionals were used, which is designated as team-teaching, while at other times only one teacher conducts the classroom's learning environment, which is called solo-teaching. The study incorporated a pretest and posttest format. Special education performance scores include only those illustrating participation in the same assessment and the same instructional method as general education students, and who attended school to graduate from high school. The results of the study indicating significant statistical differences were only present in the students' performance scores based on whether or not those students were classified as regular or special education. Of significant note was the determination that the instructional methodology played a lesser role in determining students' assessment results than previously suggested, possibly due to deviation from pre-defined team-teaching configurations. [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: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A