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A Comparison Of Eighth Grade General Education Students’ Ela Scores In Co-Teaching And Regular Classrooms, Deborah Cecilia Mitchell
A Comparison Of Eighth Grade General Education Students’ Ela Scores In Co-Teaching And Regular Classrooms, Deborah Cecilia Mitchell
Doctoral Dissertations and Projects
This causal comparative, ex post facto quantitative study compared the Georgia Milestones English Language Arts (ELA) scores of 8th-grade general education students taught in a co-teaching classroom compared with scores of students taught in a regular classroom. The research focused on a comparison of the academic performance of two groups on statewide standardized assessments in ELA over 2 consecutive years, 2017 and 2018. The study contributes to the limited research regarding student achievement of general education students in co-teaching classrooms. This study was based on Vygotsky’s social development theory. The research questions examined the differences in the academic performance of …
The Impact Of Co-Teaching On Mathematics Achievement Of Middle School General Education Students, Jarrod Bingham
The Impact Of Co-Teaching On Mathematics Achievement Of Middle School General Education Students, Jarrod Bingham
Doctoral Dissertations and Projects
To accommodate the presence of special education students in general education classrooms, many schools have implemented collaborative teaching or co-teaching, a model in which two or more teachers share responsibility for a group of students. While myriad research has demonstrated that this model benefits special education students, very little researchers have examined the effect of co-teaching upon the general education student, who often outnumber the special education students. The purpose of this quantitative causal-comparative study was to investigate co-teaching’s impact upon the mathematic achievement of general education students. The independent variable in this study was students’ placement into either a) …
A Comparative Study Of Special Education Teachers’ Inclusion Perceptions: The Role Of Certification Routes, Dannette Taylor Estes
A Comparative Study Of Special Education Teachers’ Inclusion Perceptions: The Role Of Certification Routes, Dannette Taylor Estes
Doctoral Dissertations and Projects
A primary goal of education is to increase student achievement. Many school districts are addressing increased student achievement by hiring and retaining effective teachers. Teacher effectiveness and student achievement are both influenced by teacher perception. Teachers with positive perceptions have been shown to contribute to increased student achievement and are perceived to be effective educators. Special education teachers hold both positive and negative perceptions about inclusion. In addition to varied perceptions of inclusion, teachers have taken different routes to obtain special education teacher certification. The purpose of this causal-comparative, quantitative study was to determine whether a statistically significant difference exists …