Author : Kathryn Greene Haselden
Publisher :
ISBN 13 :
Total Pages : 226 pages
Book Rating : 4.:/5 (841 download)
Book Synopsis Effects of Co-teaching on the Biology Achievement of Typical and At-risk Students Educated in Secondary Inclusion Settings by : Kathryn Greene Haselden
Download or read book Effects of Co-teaching on the Biology Achievement of Typical and At-risk Students Educated in Secondary Inclusion Settings written by Kathryn Greene Haselden and published by . This book was released on 2004 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: School accountability is at the forefront of education with the recent passage of the No Child Left Behind Act (NCLB) in January 2001. A crucial restructuring principle because of this legislation is to identify and use teaching practices that have been proven to work. One well-known instructional strategy, co-teaching, has the potential to improve the academic performance of students (i.e., typical and at-risk) educated in general education classrooms. Therefore, the purpose of this current investigation was to determine if there were any differences in the biology achievement of typical and at-risk students educated in co-teaching and traditional biology classrooms. A co-teaching intervention that included operationalized components of instructional delivery and a support class was compared to the traditional instructional delivery of students receiving science instruction from a general education teacher alone in four high school biology classrooms. Results indicated that there were no significant differences between the groups of students educated in the co-teaching and typical settings overall. However, post hoc analyses showed significant differences between settings for: (a) exceptional students, (b) students with 504 plans, and (c) students receiving free or reduced lunch. No statistically significant differences were found for the African American subgroup. Additionally, no statistically significant differences were found for achievement levels (i.e., pass rates) attained by type of student across settings. Limitations, future research, and recommendations for future investigations are offered.