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The Impact of Co-teaching on High Sc...

Christie, Hannah M.

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The Impact of Co-teaching on High School English Achievement for Both General Education and Special Education Students in a Large Suburban High School.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Impact of Co-teaching on High School English Achievement for Both General Education and Special Education Students in a Large Suburban High School./
作者:	Christie, Hannah M.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	85 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-10, Section: A.
Contained By:	Dissertations Abstracts International81-10A.
標題:	Secondary education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27737882
ISBN:	9798607322885

The Impact of Co-teaching on High School English Achievement for Both General Education and Special Education Students in a Large Suburban High School.
Christie, Hannah M.

The Impact of Co-teaching on High School English Achievement for Both General Education and Special Education Students in a Large Suburban High School. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 85 p.

Source: Dissertations Abstracts International, Volume: 81-10, Section: A.

Thesis (D.Ed.)--University of St. Francis, 2020.

This item must not be sold to any third party vendors.

In the past sixty years, the field of education has seen massive changes and advancements necessary to produce global citizens with competitive skills. Education is a ubiquitous entity and institution in the United States--the practices, beliefs, and understandings of which are constantly evolving to keep pace with a global marketplace. Beginning in the 1950s, the Federal government began important work in making education accessible for everyone, regardless of cognitive or physical disability (Rhodes, Fisher, & Adelstein, 2007, para 14). This work has continued throughout the decades and produced various legislation and delivery models, culminating in the co-teaching model for instruction. In the co-teaching delivery model, general education and special education students are instructed together with two certified teachers (one general education and one special education) in the room delivering content (Friend, 2014). This model bridges the divide between special education students and general education students while creating rigorous content for all (Isherwood, Barger-Anderson, & Erickson, 2013). In this quantitative, quasi-experimental, comparative study, the impact of co-teaching on English achievement for both special education students and general education students was studied against the achievement and growth of those in a traditional English classroom. The treatment group for both parts of the study consisted of freshmen students enrolled in a co-taught section of English I during the 2018-2019 school year, while the control group was comprised of freshmen students enrolled in a traditional English I class. In the initial phase of the study, student growth for both student populations were compared in the co-taught English classes versus the traditional English classes.

ISBN: 9798607322885Subjects--Topical Terms:

2122779
Secondary education.
Subjects--Index Terms:

Co-teaching

The Impact of Co-teaching on High School English Achievement for Both General Education and Special Education Students in a Large Suburban High School.
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