The purpose of this research project was to compare the effectiveness of co-taught teaching classrooms to non-co-taught teaching classrooms through an analysis of grades in geometry classes. Data for this project was collected through the use of a high school's grading software system. During the 2016–2017 school year, special education students had the opportunity to be placed in a co-taught geometry classroom. For the 2017–2018 school year, the high school no longer offered co-taught geometry classes. Special education students participated in geometry with no special education teacher.
All grades for special education students were printed for each marking period. This was done for both the co-taught geometry classes for the 2016–2017 school year, and the non-co-taught geometry classes for the 2017–2018 school year. In order to see if co-taught teaching is more beneficial, and aids in student success in the subject area of geometry, for students with special needs, grades were compared.
|School:||Trinity Christian College|
|School Location:||United States -- Illinois|
|Source:||MAI 58/03M(E), Masters Abstracts International|
|Subjects:||Mathematics education, Special education|
|Keywords:||Co-taught teaching classroom, Geometry|
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