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Effects Of Co Teaching On The Reading Achievement Of Target Students With Learning Disabilities In Fourth Grade
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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:
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:
Book Synopsis Co-Teaching Vs. Solo-Teaching by : Sheanoka Almon
Download or read book Co-Teaching Vs. Solo-Teaching written by Sheanoka Almon and published by . This book was released on 2012 with total page 33 pages. Available in PDF, EPUB and Kindle. Book excerpt: As education continues to progress schools are constantly seeking innovative ways to cultivate and enhance achievement for all students. As a result many public schools are pushing toward the inclusion model. This model includes co-taught instruction to meet the many needs of special education students. This research study was implemented to investigate the comparative effects of co-teaching versus solo-teaching on student's math achievement in elementary school. Study participants included two fourth grade classes in an elementary school, one with a regular education (solo-teaching) and the other with the same regular education teacher and a special education teacher for the co-taught class. The independent variable is the teaching arrangement (co taught class vs. a solo-taught class) as considered by the school system and the dependent variable is the math achievement as measured by Number Sense, Multiplication, and Division pre and post test units. Comparison of student math achievement between co-teaching and solo-teaching showed that solo teaching was more effective than co-teaching on student's achievement in Multiplication, co-teaching was more effective on student achievement in the Number sense unit than solo-teaching, and that no statistical difference was shown between co-teaching and solo teaching in their effect on student learning in the Division unit. It is concluded that both solo teaching and co-teaching were beneficial to the two different groups of students within their various learning environments. Further experimental research is needed. (Contains 5 tables.).
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 Evaluating the Use of Co-teaching Strategies to Improve Student Reading by : Sarah Jane Kesty
Download or read book Evaluating the Use of Co-teaching Strategies to Improve Student Reading written by Sarah Jane Kesty and published by . This book was released on 2009 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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.
Book Synopsis Enhancing Literacy Learning Through Co-teaching by : Catherine Moulton Garrigan
Download or read book Enhancing Literacy Learning Through Co-teaching written by Catherine Moulton Garrigan and published by . This book was released on 2005 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the effects of the co-teaching relationship on academic achievement in the reading and writing domain for children with special needs. The primary research question was; "If special education services are provided through a co-teaching relationship, will second grade children with mild to moderate disabilities make academic gains in the reading and writing domains?" The students were assessed in September with a series of standardized and curriculum-based assessments. The students participated in a co-taught Language Arts class over a five month period. After the intervention was introduced, the researcher reassessed the students using the same assessments. To analyze the data, the researcher compared the pre-test scores with the post-test scores. Findings regarding student learning and literacy competence show that students with and without disabilities demonstrated improvements under the coteaching arrangement. On several assessments, students demonstrated performance increases which suggest multi-fold (i.e., two to four times the expected grade-level or age-level increases) acceleration in their literacy learning. The results made it clear that the co-teaching approach to literacy helped facilitate academic growth and learning for students.
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.
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 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.
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Linguistics and Language Behavior Abstracts by :
Download or read book Linguistics and Language Behavior Abstracts written by and published by . This book was released on 2009-02 with total page 452 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Handbook of Special Education by : James M. Kauffman
Download or read book Handbook of Special Education written by James M. Kauffman and published by Routledge. This book was released on 2011-05-15 with total page 807 pages. Available in PDF, EPUB and Kindle. Book excerpt: Special education is now an established part of public education in the United States—by law and by custom. However, it is still widely misunderstood and continues to be dogged by controversies related to such things as categorization, grouping, assessment, placement, funding, instruction, and a variety of legal issues. The purpose of this 13-part, 57-chapter handbook is to help profile and bring greater clarity to this sprawling and growing field. To ensure consistency across the volume, chapter authors review and integrate existing research, identify strengths and weaknesses, note gaps in the literature, and discuss implications for practice and future research. Key features include: Comprehensive Coverage—Fifty-seven chapters cover all aspects of special education in the United States including cultural and international comparisons. Issues & Trends—In addition to synthesizing empirical findings and providing a critical analysis of the status and direction of current research, chapter authors discuss issues related to practice and reflect on trends in thinking. Categorical Chapters—In order to provide a comprehensive and comparative treatment of the twelve categorical chapters in section IV, chapter authors were asked to follow a consistent outline: Definition, Causal Factors, Identification, Behavioral Characteristics, Assessment, Educational Programming, and Trends and Issues. Expertise—Edited by two of the most accomplished scholars in special education, chapter authors include a carefully chosen mixture of established and rising young stars in the field. This book is an appropriate reference volume for anyone (researchers, scholars, graduate students, practitioners, policy makers, and parents) interested in the state of special education today: its research base, current issues and practices, and future trends. It is also appropriate as a textbook for graduate level courses in special education.
Book Synopsis The Effects of Instructional Method on Fourth-grade Reading Achievement by : William T. Agnew
Download or read book The Effects of Instructional Method on Fourth-grade Reading Achievement written by William T. Agnew and published by . This book was released on 2005 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Purpose, scope, and method of study. This study compared reading achievement between two groups of students in Christian schools: one used a phonics approach, while the other used a balanced approach to teach reading to fourth-grade students. The difference of the means of the spring 2002 SAT reading comprehension scores and the spring 2003 SAT reading comprehension scores of the students in the two groups were compared. Scaled scores were used because the scaled score enables one to compare students' test scores with those of other students and evaluate changes in student performance across subtests and testing occasions. School administrators provided data from spring 2002 SAT scores and spring 2003 SAT scores for each student. The students were divided into four different levels based on their spring 2002 SAT scaled score. The data was analyzed by a factorial ANOVA. The independent variables were the method of instruction and the scaled score level of the students, while the dependent variable was the change in the students' scores from pretest to posttest. Findings and conclusions. The findings indicated that there was no significant difference between the two groups (phonics approach and balanced approach). Thus, the hypothesis of this study was rejected. Teaching methodology had no significant effect on reading comprehension achievement for this study. A significant main effect for Level was found. Students (in both groups) that started fourth grade at the lowest level showed a significant increase in scaled score on reading comprehension by the end of fourth grade when compared against the other three reading performance levels."--Abstract.
Book Synopsis The Effects of Cooperative Teaching on the Reading Comprehension of Students with Learning Disabilities by : Ruth Rentas
Download or read book The Effects of Cooperative Teaching on the Reading Comprehension of Students with Learning Disabilities written by Ruth Rentas and published by . This book was released on 2000 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Power Of 2 by : Adelbert L. Wilber
Download or read book The Power Of 2 written by Adelbert L. Wilber and published by Universal-Publishers. This book was released on 2008-09-25 with total page 107 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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
