Effects of Enrollment in Co-teaching Classes on the Academic Performance of High School Students Without Disabilities

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Publisher :
ISBN 13 :
Total Pages : 102 pages
Book Rating : 4.:/5 (665 download)

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Book Synopsis Effects of Enrollment in Co-teaching Classes on the Academic Performance of High School Students Without Disabilities by : Linda Elaine Buerck

Download or read book Effects of Enrollment in Co-teaching Classes on the Academic Performance of High School Students Without Disabilities written by Linda Elaine Buerck and published by . This book was released on 2010 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the impact of enrollment in co-teaching classes on the grades earned by high school students without disabilities. The study also included analyses of teacher responses to a survey regarding their experience with the co-teaching model at the school. The study sought to examine (1) the extent to which enrollment in co-teaching classes affects academic achievement of regular education students; (2) the attributes of co-teaching classrooms that may have an effect on the academic performance of all students; and (3) the similarities and differences in opinion of regular education teachers and special education teachers regarding the co-teaching model. Student grades in all three achievement levels were higher in co-teaching classes than in regular education classes. A medium effect size was detected for grades earned in co-teaching classes for students in the high and average achievement levels. There was a large effect size for grades earned in co-teaching classes for students in the low achievement category. The three themes that emerged from all teacher survey responses were the need for common planning time, the need for quality professional development and training activities, and the need to clearly define the roles of each co-teacher in the pair.

Handbook of Effective Inclusive Schools

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Publisher : Routledge
ISBN 13 : 1136242422
Total Pages : 489 pages
Book Rating : 4.1/5 (362 download)

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Book Synopsis Handbook of Effective Inclusive Schools by : James McLeskey

Download or read book Handbook of Effective Inclusive Schools written by James McLeskey and published by Routledge. This book was released on 2014-05-16 with total page 489 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the last decade, the educational context for students with disabilities has significantly changed primarily as a result of mandates contained in NCLB and IDEA. The purpose of this book is to summarize the research literature regarding how students might be provided classrooms and schools that are both inclusive and effective. Inclusive schools are defined as places where students with disabilities are valued and active participants in academic and social activities and are given supports that help them succeed. Effectiveness is addressed within the current movement toward multi-tiered systems of support and evidence-based practices that meet the demands of high-stakes accountability.

Effects of Co-teaching on Academic Performance Among Disabled and Non-disabled Students at the Secondary Level

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Publisher :
ISBN 13 :
Total Pages : 226 pages
Book Rating : 4.:/5 (114 download)

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Book Synopsis Effects of Co-teaching on Academic Performance Among Disabled and Non-disabled Students at the Secondary Level by : Marie Michelle Jeannite

Download or read book Effects of Co-teaching on Academic Performance Among Disabled and Non-disabled Students at the Secondary Level written by Marie Michelle Jeannite and published by . This book was released on 2018 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: This was a qualitative case study design that used a semi-structured and structured interview to collect data from participant teachers regarding the effectiveness of co-teaching in a special education classroom. The purpose of this study was to gain an understanding of the methods and practices used by high school general and special education teachers and to explore the lived experiences of successful co-teachers in order to gain in-depth knowledge about their experiences, toward the goal of improving co-teaching and improving student learning. Review of the literature indicated the need for professional development to support the diverse group of learners in a co-teaching setting. The literature review also showed that the success of co-teaching practice has not relied as much on the characteristics of children with disabilities in our schools as it has on the collaborative relationships amongst the adults in their environment. The study used a purposeful sample of 10 general and special education consisting of 5 females and 5 males, aged 35- 54 who were highly experienced in the co-teaching pedagogy and methodology. Data analysis was conducted using the NVivo 11 QSR Software. Transcribed interviews were coded thematically and analyzed to determine teacher perceptions of the co-teaching model. Data analysis showed that due to the lack of pedagogy, content knowledge, training, and their aspirations on how to implement instructional accommodations, general education teachers were not prepared and/or certified to provide instructional accommodations for high school students with specific learning disabilities. The results of the study showed that there was a lack of professional efficacy and parity between co-teachers within an inclusion classroom, due to the lack of content mastery and joint planning time.

The Effects of Co-teaching on Regular and Special Education Students

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Publisher :
ISBN 13 :
Total Pages : 44 pages
Book Rating : 4.:/5 (757 download)

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Book Synopsis The Effects of Co-teaching on Regular and Special Education Students by : Christina Simonek

Download or read book The Effects of Co-teaching on Regular and Special Education Students written by Christina Simonek and published by . This book was released on 2011 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Evaluating the Impact of Co-teaching on Academic Achievement and Student Well Being

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Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (139 download)

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Book Synopsis Evaluating the Impact of Co-teaching on Academic Achievement and Student Well Being by : Joseph Geever

Download or read book Evaluating the Impact of Co-teaching on Academic Achievement and Student Well Being written by Joseph Geever and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Special Education Services in the United States are moving toward more inclusive education. Legal guidelines surrounding Least Restrictive Environment (LRE) will continue to push districts and schools to increase LRE over the next decade. Discussions and decisions on how to provide inclusive education will inevitably interrogate the co-teaching model. The purpose of this research is to analyze in what ways the utilization of a co-teaching model impacts student attitudes, perceptions and student grades within the ELA classroom. While inclusive education follows an ethical imperative, co-teaching is not a research-based practice to be used as a model for inclusive education. More research is needed to validate the use of co-teaching in districts and schools. A qualitative case study utilizing a bounded system was employed, with homogenous sampling used to select participants involved in the co-taught program. An open-ended qualitative questionnaire in conjunction with an analysis of students grades across two years was used to collect data. Results were analyzed for themes and compared to previous research. Results suggested that co-teaching provides a positive impact on student wellbeing. Grade analysis indicated a positive impact on the academic achievement of Students with Disabilities (SWD) and Students Without Disabilities (SWOD). The need for more research into the impact of co-teaching on the educational needs of students remains. While studies suggest the positive impact of co-teaching on academic achievement, too many variables exist in this research to validate the practice. Additionally, there is little research into the social emotional or behavioral impacts of co-teaching. This study concluded that co-teaching has the potential to meet the educational needs of students and provide a beneficial model for inclusive education. By implementing co-teaching with rigor and goal driven data analysis, districts and schools could continue to build the data necessary to validate co-teaching as a research-based practice. Keywords: co-teaching, implementation, inclusive education, Least Restrictive Environment, Students With Disabilities, Students Without Disabilities

Are Two Better Than One? Implications of the Co-Teaching Service Delivery Model on High-stakes, Standards-based Assessments for Students with Educational Disabilities

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Publisher :
ISBN 13 :
Total Pages : 241 pages
Book Rating : 4.:/5 (845 download)

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Book Synopsis Are Two Better Than One? Implications of the Co-Teaching Service Delivery Model on High-stakes, Standards-based Assessments for Students with Educational Disabilities by : Karen A. Johnson

Download or read book Are Two Better Than One? Implications of the Co-Teaching Service Delivery Model on High-stakes, Standards-based Assessments for Students with Educational Disabilities written by Karen A. Johnson and published by . This book was released on 2013 with total page 241 pages. Available in PDF, EPUB and Kindle. Book excerpt: The enactment of No Child Left Behind (2002) and the reauthorization of the Individuals with Disabilities Education Act had a significant impact upon how we hold schools and its students accountable for high stakes testing. In particular, students with educational disabilities who were previously exempted from any performance accountability on high-stakes testing are now required to pass the same standards-based assessments as their general education peers. This action research study was prompted by concerns of school leaders who identified an immediate need for instructional reform for students with educational disabilities was necessary. The study design was to examine the impact of the inclusion co-teaching model of instruction on high-stakes testing for students with educational disabilities. Guiding the study were the perceptions of co-teachers within the inclusion classroom and how this also impacts assessments. It also explored the self-esteem of these students who are in an inclusion co-teaching program. The collection instrumentation that supported this action research study consisted of teacher and student surveys, student interviews, teacher interviews, teacher focus groups, case manager interviews, end-of-year final grades, New Jersey Department of Education School Report Card and archival assessment data. This course of action provided both quantitative and qualitative data. The research yields credence for placing students with educational disabilities into inclusion co-teaching environments to increase academic proficiency on high-stakes assessments. Research findings revealed that a significant increase in the self-esteem of students with educational disabilities in inclusion classrooms and the perceptions of co-teachers all contributed to an increase in academic proficiency.

A Comparison of General Education Co-teaching Versus Special Education Resource Service Delivery Models on Math Achievement of Students with Disabilities

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Publisher :
ISBN 13 :
Total Pages : 151 pages
Book Rating : 4.:/5 (859 download)

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Book Synopsis A Comparison of General Education Co-teaching Versus Special Education Resource Service Delivery Models on Math Achievement of Students with Disabilities by : Tammy Nash

Download or read book A Comparison of General Education Co-teaching Versus Special Education Resource Service Delivery Models on Math Achievement of Students with Disabilities written by Tammy Nash and published by . This book was released on 2013 with total page 151 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Effects of Co-teaching on the Biology Achievement of Typical and At-risk Students Educated in Secondary Inclusion Settings

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Publisher :
ISBN 13 :
Total Pages : 226 pages
Book Rating : 4.:/5 (841 download)

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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.

The Impacts of Co-teaching on the General Education Student

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Publisher :
ISBN 13 :
Total Pages : 118 pages
Book Rating : 4.:/5 (636 download)

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Book Synopsis The Impacts of Co-teaching on the General Education Student by : Alicia Kay Parker

Download or read book The Impacts of Co-teaching on the General Education Student written by Alicia Kay Parker and published by . This book was released on 2010 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Differentiating Instruction

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Publisher : Corwin Press
ISBN 13 : 1506301231
Total Pages : 272 pages
Book Rating : 4.5/5 (63 download)

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Book Synopsis Differentiating Instruction by : Jacqueline S. Thousand

Download or read book Differentiating Instruction written by Jacqueline S. Thousand and published by Corwin Press. This book was released on 2014-11-14 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: The ultimate guide to leaving no child behind—newly updated! Now in its second edition, this best-selling book is your one-stop resource for differentiated instruction. Whether you’re new to the concept or just looking to improve your approach, you’ll find tools to meet the needs of all your students—in a way that works for you. You’ll discover how innovative approaches, such as Universal Design for Learning (UDL) and retrofitting, can help you adapt general education curriculum to fit diverse learning styles. Featuring case studies at the elementary, middle, and high school levels, this new edition offers More easy-to-use strategies to differentiate instruction in mixed ability classrooms A new chapter on collaborative planning and evaluation, plus a discussion of co-teaching and differentiation Updated lesson plans tied to the Common Core A greater emphasis on cultural proficiency, ELLs, and gifted students New technology references and resources A strengthened link to RTI Every student is different—and every classroom is different, too. With multiple options to differentiate instruction at any point along the way, this essential guide will help you create the path to success for every student. "Thousand, Villa, and Nevin take three very big ideas in education—Universal Design, Collaboration, and Differentiated Instruction—and combine them in a novel and engaging way. And they practice what they preach – the information and examples speak to someone just beginning to differentiate instruction as well as the expert who wants to further refine his or her craft." —Douglas Fisher, Professor San Diego State University "The extensive emphasis on technology, case studies, and lesson plans throughout the book provide a rich resource to the readers of this exciting text. Administrators, university instructors, and staff developers will find this a valuable tool to support their students and colleagues on their differentiation journey." —Mary Falvey, Retired Dean and Professor Emeritus California State University, Los Angeles

The Impact of Co-Teaching on Student Achievement and Behavior at a Title I Middle School

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Publisher :
ISBN 13 :
Total Pages : 48 pages
Book Rating : 4.:/5 (12 download)

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Book Synopsis The Impact of Co-Teaching on Student Achievement and Behavior at a Title I Middle School by : Ashley Parker

Download or read book The Impact of Co-Teaching on Student Achievement and Behavior at a Title I Middle School written by Ashley Parker and published by . This book was released on 2017 with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Resources in Education

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Publisher :
ISBN 13 :
Total Pages : 748 pages
Book Rating : 4.U/5 (183 download)

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Book Synopsis Resources in Education by :

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 748 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Effects of the Implementation of a Formal Co-Teaching Program in Secondary Education

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Publisher :
ISBN 13 :
Total Pages : 80 pages
Book Rating : 4.:/5 (98 download)

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Book Synopsis Effects of the Implementation of a Formal Co-Teaching Program in Secondary Education by : Rebecca G. Rudeen

Download or read book Effects of the Implementation of a Formal Co-Teaching Program in Secondary Education written by Rebecca G. Rudeen and published by . This book was released on 2015 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research was to study the professional development of a co-teaching program between general and special educators supporting students with identified disabilities in general education classrooms in a comprehensive suburban high school in Southern California. The implementers of the co-teaching program facilitated the training and supports essential to the program, provided materials designed to teach co-teaching teams valuable skills and strategies essential to co-teaching, and supplied administrators with the infrastructure of a successful co-teaching program. Findings identified common elements of effective professional learning consistent across almost all the programs: content focus, more time (contact hours) for professional learning, longer duration of professional learning, multiple professional learning activities and active learning methods, learning goals in professional learning design, and collective participation by teachers. Three key questions that guided this research are as follows: (1) How do schools implement a formal co-teaching program in secondary education? (2) What are the effects of a formal co-teaching program on co-teaching teams, administrators, and students? (3) What purposeful steps must be taken to increase success rates for an effective co-teaching program? The results of the study show that purposeful and effective professional development is imperative for any new directive but especially when it involves teaching programs such as co-teaching that directly impact student learning. Keywords: co-teaching, inclusion, general and special education partnership, special education.

The Effects of Co-teaching on the English Language Arts Achievement of General Education Tenth-grade Students

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Publisher :
ISBN 13 :
Total Pages : 39 pages
Book Rating : 4.:/5 (923 download)

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Book Synopsis The Effects of Co-teaching on the English Language Arts Achievement of General Education Tenth-grade Students by : Linda Lima Gonzalez

Download or read book The Effects of Co-teaching on the English Language Arts Achievement of General Education Tenth-grade Students written by Linda Lima Gonzalez and published by . This book was released on 2015 with total page 39 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Effects of Co-taught Classes on Grades and PSSA Scores

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Publisher :
ISBN 13 :
Total Pages : 119 pages
Book Rating : 4.:/5 (131 download)

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Book Synopsis Effects of Co-taught Classes on Grades and PSSA Scores by : Mark Reinhardt

Download or read book Effects of Co-taught Classes on Grades and PSSA Scores written by Mark Reinhardt and published by . This book was released on 2013 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

The Effects of Co-teaching in a Secondary Classroom on the Academic Achievement of Students with Mild to Moderate Disabilities

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Publisher :
ISBN 13 :
Total Pages : 116 pages
Book Rating : 4.:/5 (624 download)

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Book Synopsis The Effects of Co-teaching in a Secondary Classroom on the Academic Achievement of Students with Mild to Moderate Disabilities by : Karen Knudson

Download or read book The Effects of Co-teaching in a Secondary Classroom on the Academic Achievement of Students with Mild to Moderate Disabilities written by Karen Knudson and published by . This book was released on 2005 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Effects of Co-teaching on the Reading Achievement of Target Students with Learning Disabilities in Fourth Grade

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Publisher :
ISBN 13 :
Total Pages : 158 pages
Book Rating : 4.:/5 (855 download)

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Book Synopsis Effects of Co-teaching on the Reading Achievement of Target Students with Learning Disabilities in Fourth Grade by : Heather Wilcox

Download or read book Effects of Co-teaching on the Reading Achievement of Target Students with Learning Disabilities in Fourth Grade written by Heather Wilcox and published by . This book was released on 2013 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: