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

Autor/in	Nash-Aurand, Tammy
Titel	A Comparison of General Education Co-Teaching versus Special Education Resource Service Delivery Models on Math Achievement of Students with Disabilities
Quelle	(2013), (152 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Liberty University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3032-6198-5
Schlagwörter	Hochschulschrift; Dissertation; Disabilities; Access to Education; Equal Education; Team Teaching; Comparative Analysis; Mathematics Achievement; Secondary School Students; Regular and Special Education Relationship; Mainstreaming; Inclusion; Resource Room Programs; High School Students; Suburban Schools; Scores; Mathematics Tests; Statistical Analysis; Teaching Methods; Instructional Effectiveness; Georgia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Handicap; Behinderung; Education; Access; Bildung; Zugang; Bildungszugang; Teamteaching; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sekundarschüler; Inklusion; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg
Abstract	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. [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