The Achievement Impact of the Inclusion Model on the Standardized Test Scores of General Education Students

Autor/in	Garrett-Rainey, Syrena
Titel	The Achievement Impact of the Inclusion Model on the Standardized Test Scores of General Education Students
Quelle	(2014), (153 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3038-7203-7
Schlagwörter	Hochschulschrift; Dissertation; Academic Achievement; Inclusion; Models; Standardized Tests; Scores; General Education; Comparative Analysis; Team Teaching; Regular and Special Education Relationship; Teacher Collaboration; Instructional Design; Educational Strategies; Remedial Instruction; Grade 10; High School Students; Mathematics Achievement; Science Achievement; Low Income Students; Outcomes of Education; Statistical Inference; Statistical Analysis + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulleistung; Inklusion; Analogiemodell; Standadised tests; Standardisierter Test; Allgemein bildendes Schulwesen; Allgemeinbildung; Teamteaching; Lehrerkooperation; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrstrategie; Förderkurs; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lernleistung; Schulerfolg; Inferential statistics; Schließende Statistik; Statistische Analyse
Abstract	The purpose of this study was to compare the achievement of general education students within regular education classes to the achievement of general education students in inclusion/co-teach classes to determine whether there was a significant difference in the achievement between the two groups. The school district's inclusion/co-teach model included ongoing professional development support for teachers and administrators. General education teachers, special education teachers, and teacher assistants collaborated to develop instructional strategies to provide additional remediation to help students to acquire the skills needed to master course content. This quantitative study reviewed the end-of course test (EoCT) scores of Grade 10 physical science and math students within an urban school district. It is not known whether general education students in an inclusive/co-teach science or math course will demonstrate a higher achievement on the EoCT in math or science than students not in an inclusive/co-teach classroom setting. In addition, this study sought to determine if students classified as low socioeconomic status benefited from participating in co-teaching classrooms as evidenced by standardized tests. Inferential statistics were used to determine whether there was a significant difference between the achievements of the treatment group (inclusion/co-teach) and the control group (non-inclusion/co-teach). The findings can be used to provide school districts with optional instructional strategies to implement in the diverse classroom setting in the modern classroom to increase academic performance on state standardized tests. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01