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This research examined the co-teaching method of instruction for students with disabilities in the inclusion classroom setting. Quantitatively, the study sought to explore the impact of co-teaching on student achievement growth and performance. Achievement growth and performance was measured using STAR scores and TCAP assessment scores. Qualitatively, the researcher investigated teacher beliefs and attitudes toward co-teaching using a survey including Likert-scale and open-ended questions. Co-teaching was found to be beneficial, since both special education students and general education students made equal academic progress in the inclusion classroom. A teacher perception survey provided the researcher with insight into the benefits, challenges, and beliefs about co-teaching.
| Advisor: | Bittinger, Karl |
| Commitee: | Eddins, Scott |
| School: | Trevecca Nazarene University |
| Department: | Education |
| School Location: | United States -- Tennessee |
| Source: | DAI-A 78/01(E), Dissertation Abstracts International |
| Source Type: | DISSERTATION |
| Subjects: | Mathematics education, Special education |
| Keywords: | Co-teaching, Coteaching, Inclusion, Special education |
| Publication Number: | 10140115 |
| ISBN: | 978-1-339-95534-6 |
