Inclusion of students at all levels is a challenge. The acceptance of this challenge,
however, has been mandated by the No Child Left Behind and the Individuals with
Disabilities Education Improvement Act of 2004. Co-teaching is one among the
service delivery models of inclusion implemented in the general education classroom
(Rea & Connell, 2005; Weiss & Lloyd, 2002). This study compared the achievement
of general education students in general education classes to the achievement of
general education students in co-teach classes to determine if there is a significant
difference in the achievement of general education students because of participation
in a co-teach classroom instructional arrangement.
The population of this quantitative study consisted of secondary general education
students from a large suburban school district in Texas conducting science and social
studies courses in both co-teach and non-co-teach classrooms. The t-test for the two
independent samples was used to determine the statistical difference between the
mean Science scores and the mean social studies scores of the treatment group and the comparison group on the Texas Assessment of Knowledge and Skills in science
and social studies. An alpha level of .05 was used as the standard of significance on
all tests. Two-way ANOVA was used to determine student achievement differences
in treatment and/or comparison groups by gender, ethnicity, English language learner
status, and socioeconomic status. Post-hoc analysis of the impact of ethnicity was also
undertaken.
Results indicate that general education students performed at higher levels in
regular Science classes than in co-teach science classes. Results also concluded that
general education students performed at higher levels in regular social studies classes
than in co-teach social studies classes. Significant student achievement variations
were also found to be correlated with each of the other variables considered.
Recommendations for further research and stakeholders were provided.
| Identifer | oai:union.ndltd.org:tamu.edu/oai:repository.tamu.edu:1969.1/85931 |
| Date | 10 October 2008 |
| Creators | Neugebauer, Nancy Guido |
| Contributors | Collier, Virginia, Hoyle, John R. |
| Publisher | Texas A&M University |
| Source Sets | Texas A and M University |
| Language | en_US |
| Detected Language | English |
| Type | Book, Thesis, Electronic Record of Study, text |
| Format | electronic, born digital |
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