<p> 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. </p><p> 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.</p><p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:13418786 |
| Date | 20 December 2018 |
| Creators | Rys, Jessica |
| Publisher | Trinity Christian College |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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