This quantitative study sought to determine whether there were significant statistical differences between the performance scores of special education and general education students’ scores when in team or solo-teaching environments as may occur in inclusively taught classrooms. The investigated problem occurs because despite education’s stated intent to bring the best types of education to students issues such as funding, scheduling, and other limited resources drive instructional decisions despite the need for more quantitative research, which illustrates the need for better classroom to student instruction. In this study, both team and solo-teaching employ inclusion in the classrooms where students classified as special education and general education shared the same classroom at the same time. Many times two teaching professionals were used, which is designated as team-teaching, while at other times only one teacher conducts the classroom’s learning environment, which is called solo-teaching. The study incorporated a pretest and posttest format. Special education performance scores include only those illustrating participation in the same assessment and the same instructional method as general education students, and who attended school to graduate from high school. The results of the study indicating significant statistical differences were only present in the students’ performance scores based on whether or not those students were classified as regular or special education. Of significant note was the determination that the instructional methodology played a lesser role in determining students’ assessment results than previously suggested, possibly due to deviation from pre-defined team-teaching configurations.
|Commitee:||Gavin, Diane, Moreland, Jeremy, Taylor, Joy|
|School:||University of Phoenix|
|Department:||Curriculum and Instruction|
|School Location:||United States -- Arizona|
|Source:||DAI-A 74/12(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, Educational leadership, Special education|
|Keywords:||Inclusive team teaching, Quantitative comparison inclusion, SPED placement, Solo teaching|
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