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Effects Of Co-Teaching On The Biology Achievement Of Typical And At-Risk Students Educated In Secondary Inclusion Settings, Polly G. Haselden Ph.D.

Electronic Journal for Inclusive Education

School accountability is at the forefront of education with the recent passage of the No Child Left Behind Act (NCLB) in January 2001. 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. 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 …