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The Effect Of Co Teaching On Student Achievement In Ninth Grade Physical Science Classrooms
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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.
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 Cooperative Learning on Student Achievement in a Ninth-grade Physics Classroom by : Danielle A. Newsham
Download or read book The Effect of Cooperative Learning on Student Achievement in a Ninth-grade Physics Classroom written by Danielle A. Newsham and published by . This book was released on 2010 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of Ninth Grade Physical Science on Student Achievement in High School Biology by : Robert C. Gray
Download or read book The Effect of Ninth Grade Physical Science on Student Achievement in High School Biology written by Robert C. Gray and published by . This book was released on 1968 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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.
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.
Book Synopsis The Effect of Co-teaching on Student Reading Achievement Scores by : William Joshua Taylor
Download or read book The Effect of Co-teaching on Student Reading Achievement Scores written by William Joshua Taylor and published by . This book was released on 2020 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the effects of the co-teaching model on student performance on a high-stakes reading assessment. The significance of this study was to show the need for this type of research and the need for further research dealing with high-stakes assessments, its impact on at-risk students, and ways to assist at-risk students with preparation for high-stakes assessments. This study utilized a quantitative, causal-comparative design to determine if the co-teaching model influences student achievement scores while controlling for prior knowledge. The participants for this study were drawn from a convenience sample of eighth grade students from two public middle schools located in northwestern Florida, also known as the Florida Panhandle, during the spring semester of the 2017-2018 school year. The data was collected post-facto from the 2017 and 2018 iteration of the Florida Standards Assessment - English Language Arts (FSA-ELA) for the two schools and their co-teaching and traditional classroom populations. Finally, the data was analyzed using a one-way analysis of covariance (ANCOVA) to discover the influence co-teaching has on eighth grade student achievement as measured using students' scores from the Florida Standards Assessment (FSA) - English Language Arts (ELA) Grade 8. The researcher found that there is a statistically significant difference between Florida Standards Assessment reading scores among students in a co-teaching core academic course and students in traditional core academic courses while controlling for students’ baseline reading scores.
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 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 Co-Teaching in the Differentiated Classroom by : Melinda L. Fattig
Download or read book Co-Teaching in the Differentiated Classroom written by Melinda L. Fattig and published by John Wiley & Sons. This book was released on 2007-12-10 with total page 167 pages. Available in PDF, EPUB and Kindle. Book excerpt: Co-Teaching in the Differentiated Classroom is a practical hands-on guide that explains how to implement co-teaching programs in mixed-ability classrooms. Based on the authors' award-winning model, this important guide shows how special education teachers can pair with general education teachers to improve classroom functioning while promoting high achievement for all students. The book provides tested frameworks and tools for teacher collaboration on lesson planning, student grouping, assessment, and discipline. It also offers guidance on managing overcrowded classrooms and on designing and implementing differentiated lessons and assignments, and includes advice for administrators.
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.
Download or read book Co-teaching and Collaboration written by and published by . This book was released on 2018 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of the study is to determine if there [are] any benefits to using a variety of instructional methods in a collaborative setting and if the teaching methods significantly improve student achievement in science. Collaborative teachers are faced with challenges when implementing differentiated-instructional delivery methods in an inclusive classroom to meet the needs of a diverse group of students with a variety of learning disabilities. With the rise of students requiring inclusive services in our public school's classrooms, there is a great deal of interest in the co-teaching models of instruction. Even though co-teaching has been considered the most appropriate method of instruction, teachers often have difficulties implementing the necessary strategies. Therefore, collaborative teachers must share in their instructional delivery methods and assessments to ensure that all children have an equal opportunity to obtain a high-quality education. Before the general education teachers can instruct these students, they must ensure that they have familiarized themselves with the student's specific learning disabilities. The data was collected for six weeks using the Measure of Academic Progress, classroom observations, and formative and summative common assessments. The data indicated that students will exhibit growth in their science content, when multiple instruction strategies are implemented."--Page 6
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 974 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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.
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 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.
Book Synopsis The Effect of Tiered Lessons on Academic Achievement in an 8th Grade Physical Science Classroom as Measured by Assessment Performance by : Jennifer Castle Parrish
Download or read book The Effect of Tiered Lessons on Academic Achievement in an 8th Grade Physical Science Classroom as Measured by Assessment Performance written by Jennifer Castle Parrish and published by . This book was released on 2007 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt:
