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Dissertation/Thesis Abstract

The effect of co-teaching on students with disabilities in mathematics in an inclusion classroom
by Kofahl, Shelley, Ed.D., Trevecca Nazarene University, 2016, 77; 10140115
Abstract (Summary)

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.

Indexing (document details)
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
Subjects: Mathematics education, Special education
Keywords: Co-teaching, Coteaching, Inclusion, Special education
Publication Number: 10140115
ISBN: 978-1-339-95534-6
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