The purpose of the study was to analyze the effects co-teaching has on general education students' academic achievement and classroom behavior. The effect of co-teaching on the academic achievement and classroom behavior of general education students has not been determined. There is a limited amount of research regarding co-teaching. There is even less research regarding co-teaching and its effects on general education students.
A causal-comparative research design was utilized in this applied dissertation. The two research questions that guided this research were:
1. Is there a statistically significant difference between the final examination achievement scores of general education social studies students in a co-taught classroom compared to general education social studies students in a non-co-taught classroom?
2. Is there a statistically significant difference between inappropriate classroom behavior of general education social studies students in a co-taught classroom compared to general education social studies students in a non-co-taught classroom?
Using high school high school social studies final examinations and office discipline referrals as data sources, the researcher compared co-taught and non-co-taught ninth grade general education students' academic achievement and classroom behavior. The statistical data that was collected revealed that in terms of academic achievement and classroom behavior, no significant difference exists between co-taught and non-co-taught classes.
|Advisor:||Ronson, Bonnie Whaley|
|School:||Nova Southeastern University|
|School Location:||United States -- Florida|
|Source:||DAI-A 73/03, Dissertation Abstracts International|
|Subjects:||Special education, Secondary education, Social studies education|
|Keywords:||Academic accommodations, Academic achievement, Classroom behavior, Coteaching, Special education, Student behavior, World History|
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