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Co-teaching student outcomes and eff...

Franklin, Jennifer Conley.

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Co-teaching student outcomes and efficacious practices: A pragmatic mixed methods study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Co-teaching student outcomes and efficacious practices: A pragmatic mixed methods study./
作者:	Franklin, Jennifer Conley.
面頁冊數:	305 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.
Contained By:	Dissertation Abstracts International76-12A(E).
標題:	Middle school education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3663855
ISBN:	9781339051833

Co-teaching student outcomes and efficacious practices: A pragmatic mixed methods study.
Franklin, Jennifer Conley.

Co-teaching student outcomes and efficacious practices: A pragmatic mixed methods study. - 305 p.

Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.

Thesis (Ph.D.)--Mercer University, 2015.

This study investigated effects of co-teaching on student outcomes of middle school mathematics students in a central Georgia school district and examined efficacious practices of exemplary co-teachers. Two research questions guided this study: 1. Do regular and special education students who are scheduled in middle school co-teaching classes perform significantly different on the state mandated test in mathematics than their counterparts who are not scheduled in co-teaching classes in terms of aggregated Criterion Referenced Criterion Test (CRCT) scale scores and Student Median Growth Percentiles? 2. What instructional strategies do mathematics co-teachers in a high-performing middle school implement and how do environmental conditions and systemic support enhance these strategies?

ISBN: 9781339051833Subjects--Topical Terms:

969762
Middle school education.

Co-teaching student outcomes and efficacious practices: A pragmatic mixed methods study.
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245 1 0 $a Co-teaching student outcomes and efficacious practices: A pragmatic mixed methods study.
300 $a 305 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.
500 $a Adviser: Kelly Reffitt.
502 $a Thesis (Ph.D.)--Mercer University, 2015.
520 $a This study investigated effects of co-teaching on student outcomes of middle school mathematics students in a central Georgia school district and examined efficacious practices of exemplary co-teachers. Two research questions guided this study: 1. Do regular and special education students who are scheduled in middle school co-teaching classes perform significantly different on the state mandated test in mathematics than their counterparts who are not scheduled in co-teaching classes in terms of aggregated Criterion Referenced Criterion Test (CRCT) scale scores and Student Median Growth Percentiles? 2. What instructional strategies do mathematics co-teachers in a high-performing middle school implement and how do environmental conditions and systemic support enhance these strategies?
520 $a Co-teaching research has focused almost exclusively on attitudinal data, teacher relationships, and program features with minimal evidentiary research to inform co-teaching through experimentation or student results. This study addressed this gap in the professional literature by relating co-teaching to student outcomes.
520 $a Activity Theory, Total Quality Management, and the Ethic of Care were the key conceptual theories framing this research. Data were examined holistically, providing both empirical and explanatory analysis to the co-teaching construct. Utilizing sequential mixed methodology, this research provides quantitative student outcome data and analysis, followed by qualitative descriptions of co-teachers' experiences.
520 $a The findings of the effect of co-teaching upon student outcomes were mixed. The student growth model was a better indicator for co-teaching applications, although both scale score and SGP was statistically significantly affected by co-teaching with negative impact on the state-mandated middle school mathematics assessment. More co-teaching student achievement research is required to explore the gap between growth and score on state-mandated assignments. Findings related to co-teaching preparedness indicated that teachers were minimally trained prior to participating in co-teaching. Special education teachers rated their readiness levels higher that general education mathematics teachers.
520 $a Findings were consistent with relevant research of co-teaching and instructional best practices. Student groupings, common planning differentiation, standards-based lessons, scaffolding strategies, and student choice emerged as themes. These findings prompt a rethinking of student scheduling in terms of class size and composition. Teacher workload and teacher coverage emerged as barriers to co-teaching effectiveness. Additional research utilizing Activity Theory is recommended to facilitate pragmatic inquiry into co-teaching.
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650 4 $a Special education. $3 516693
650 4 $a Mathematics education. $3 641129
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710 2 $a Mercer University. $3 1265016
773 0 $t Dissertation Abstracts International $g 76-12A(E).
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791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3663855