This study investigated high school students with special needs and their non-disabled peers in a Maryland public school system who were taught by co-teachers and a comparable group of students with special needs and their non-disabled peers who were taught by a single teacher to compare student achievement among these two groups in the general education setting. The researcher examined the effects of two different instructional models (a co-teaching model and a traditional single teacher model) on student achievement in an “Algebra with Assistance” course. The sample consisted of 74 students, 25 of whom received special education services and 49 who were non-disabled peers. These students were selected for the Algebra with Assistance course based on three criterion: grade eight mathematics state assessment scores, grade eight course grades, and teacher recommendations. Student achievement and classroom observation data were collected over one school year during their ninth grade experience. The researcher found there was no significant difference in student achievement between the co-taught group and the traditional group, either the students with special needs or their non-disabled peers. Nor was there any significant qualitative difference between these two groups with regard to the instructional methods and tools employed by their respective teachers.
|Advisor:||Thrift, Gary L., Briganti, Nancy|
|Commitee:||Rabin, Carol E.|
|School:||College of Notre Dame of Maryland|
|Department:||Department of Education|
|School Location:||United States -- Maryland|
|Source:||DAI-A 72/08, Dissertation Abstracts International|
|Subjects:||Mathematics education, Special education|
|Keywords:||Achievement, Algebra, Co-teaching, Coteaching, Disabilities, Non-disabled, Traditional|
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