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The Effect Of Co Teaching On Ninth Grade World History Students Academic Achievement And Classroom Behavior
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Book Synopsis The Effect of Co-Teaching on Ninth Grade World History Students' Academic Achievement and Classroom Behavior by : Gregory B. Muscelli
Download or read book The Effect of Co-Teaching on Ninth Grade World History Students' Academic Achievement and Classroom Behavior written by Gregory B. Muscelli and published by . This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of Co-teaching on Student Achievement in Ninth Grade Physical Science Classrooms by : Karen M. LaFever
Download or read book The Effect of Co-teaching on Student Achievement in Ninth Grade Physical Science Classrooms written by Karen M. LaFever and published by . This book was released on 2012 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt: Co-teaching is a method that is increasing within schools across the US as educators strive to leave no child behind. It is a costly method, having two paid instructors in one classroom, with an average of 24 students shared between them. If it significantly increases the achievement of all students, it is well worth the costs involved. However, few studies have analyzed the effectiveness of this method on student achievement. This research follows the academic accomplishments of students in a ninth grade physical science course. Nine sections of the course "Force and Motion" were taught with a single teacher, and two additional sections were co-taught, one led by a science-certified and special educator, and another co-taught by two science certified teachers. Subgroup achievement performance was analyzed to determine whether significant differences exist between students with or without IEPs, as well as other factors such as free and reduced lunch status or gender. The results show significance with the presence of a co-teacher, while there is minimal effect size of co-teaching in this study for students with IEPs. The benefactors in these ninth grade co-taught classes were the students without IEPs, an unintended result of co-teaching.
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1262 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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.
Book Synopsis Effects of Integrated Co-Teaching on 9th Grade General Education Math Students by : Raul D. Garcia
Download or read book Effects of Integrated Co-Teaching on 9th Grade General Education Math Students written by Raul D. Garcia and published by . This book was released on 2020 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the impact Integrated Co-Teaching has on math performance for 9th grade general education students as measured by Regents examination success, report card grade and attendance. Previous research has been limited and inconsistent with their findings. The study consisted of two groups: 9th grade general education students assigned to a traditional Algebra classroom setting and 9th grade general education students assigned to an Integrated Co-Teaching classroom setting. Independent groups t-tests found that there were no statistically significant differences between the groups with regards to the variables observed. Results indicated that being assigned to an Integrated Co-Teaching Algebra classroom setting had no significant effect to a student attendance, report card grade and Regents test scores. This outcome implies that Integrated Co-Teaching may not be an effective intervention to improve math performance in the United States at the high school level. There were several limitations involved in this study, the sample group primarily involved students performing at level identified as Extremely Below Expectation or Below Expectation. Future researchers can expand on this study by attempting to achieve equal representation of student’s race, gender and social economic status.
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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
Book Synopsis The Effects of Co-teaching on Bullying Behaviors and Other Student Outcomes by : Ashley G. Mitchell
Download or read book The Effects of Co-teaching on Bullying Behaviors and Other Student Outcomes written by Ashley G. Mitchell and published by . This book was released on 2015 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Study of the Effect of Note-taking on Academic Achievement in a Ninth Grade World History Class by : Ellen Catherine Gilbert
Download or read book A Study of the Effect of Note-taking on Academic Achievement in a Ninth Grade World History Class written by Ellen Catherine Gilbert and published by . This book was released on 1964 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis What Matters Most by : Geraldine Mary Nierengarten
Download or read book What Matters Most written by Geraldine Mary Nierengarten and published by . This book was released on 2007 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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.
Book Synopsis Current Index to Journals in Education by :
Download or read book Current Index to Journals in Education written by and published by . This book was released on 2000-04 with total page 1200 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 952 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author :Sandra L. Christenson Publisher :Springer Science & Business Media ISBN 13 :1461420172 Total Pages :839 pages Book Rating :4.4/5 (614 download)
Book Synopsis Handbook of Research on Student Engagement by : Sandra L. Christenson
Download or read book Handbook of Research on Student Engagement written by Sandra L. Christenson and published by Springer Science & Business Media. This book was released on 2012-02-23 with total page 839 pages. Available in PDF, EPUB and Kindle. Book excerpt: For more than two decades, the concept of student engagement has grown from simple attention in class to a construct comprised of cognitive, emotional, and behavioral components that embody and further develop motivation for learning. Similarly, the goals of student engagement have evolved from dropout prevention to improved outcomes for lifelong learning. This robust expansion has led to numerous lines of research across disciplines and are brought together clearly and comprehensively in the Handbook of Research on Student Engagement. The Handbook guides readers through the field’s rich history, sorts out its component constructs, and identifies knowledge gaps to be filled by future research. Grounding data in real-world learning situations, contributors analyze indicators and facilitators of student engagement, link engagement to motivation, and gauge the impact of family, peers, and teachers on engagement in elementary and secondary grades. Findings on the effectiveness of classroom interventions are discussed in detail. And because assessing engagement is still a relatively new endeavor, chapters on measurement methods and issues round out this important resource. Topical areas addressed in the Handbook include: Engagement across developmental stages. Self-efficacy in the engaged learner. Parental and social influences on engagement and achievement motivation. The engaging nature of teaching for competency development. The relationship between engagement and high-risk behavior in adolescents. Comparing methods for measuring student engagement. An essential guide to the expanding knowledge base, the Handbook of Research on Student Engagement serves as a valuable resource for researchers, scientist-practitioners, and graduate students in such varied fields as clinical child and school psychology, educational psychology, public health, teaching and teacher education, social work, and educational policy.
Book Synopsis Reform Versus Dreams by : Rosalind LaRocque
Download or read book Reform Versus Dreams written by Rosalind LaRocque and published by R&L Education. This book was released on 2012-03-22 with total page 135 pages. Available in PDF, EPUB and Kindle. Book excerpt: School change has been at center of school reform, and many schools have moved to meet the needs of students in various areas. In many instances, there has been only one addition to the school system to serve as the element of school change. Today's school communities need a deeper understanding not only of what research says about school change, but also of the specifics about how to apply the rich treasure of research available to help in their own improvement process, and Rosalind’s account addresses that need. But this is no mere academic discussion. This book is a valuable tool for effective change! Yes, this book is here just in time. It reminds readers that student-centered approaches that include clear, achievable program goals, relevant and rigorous curriculum, post-high school goal setting, research-based instruction, a respectful and productive learning environment, and parent involvement turn reform plans into decisive actions with successful results. The lessons learned from the ’90s and lessons to be learned from this book will surely help our most challenged learners and their teachers.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1998 with total page 656 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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.
