The purpose of this quantitative study was to address the use of the co-teaching instructional model to serve elementary special education students in general educational classrooms. Recent trends and legislation have increased the use of inclusive education for students with disabilities. At this time, few large-scale studies on co-teaching have been conducted to date, and empirical research in terms of quantified student measured outcomes is limited. As a result, districts face challenges when considering implementation of a co-teaching model. This study used a quasi-experimental design from intact existing groups of fourth grade students on the State STAAR Reading test. Cross tabulation analysis was then merged to bring greater district-wide examination of the co-teach model. The research is intended to contribute quantitatively measured student outcomes of students in co-taught classrooms, and inform district decision makers on the co-teaching environment meeting the needs of students with specific learning disabilities.
","abstract_html":"<p>The purpose of this quantitative study was to address the use of the co-teaching instructional model to serve elementary special education students in general educational classrooms. Recent trends and legislation have increased the use of inclusive education for students with disabilities. At this time, few large-scale studies on co-teaching have been conducted to date, and empirical research in terms of quantified student measured outcomes is limited. As a result, districts face challenges when considering implementation of a co-teaching model. This study used a quasi-experimental design from intact existing groups of fourth grade students on the State STAAR Reading test. Cross tabulation analysis was then merged to bring greater district-wide examination of the co-teach model. The research is intended to contribute quantitatively measured student outcomes of students in co-taught classrooms, and inform district decision makers on the co-teaching environment meeting the needs of students with specific learning disabilities.</p>","abstract_has_math":false,"creators":["Gerlach, Susan M."],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Secondary Education and Educational Leadership","degree_department":null,"school":null,"contributors":["Patrick M. Jenlink, Ed.D.","Ali Hachem, Ph.D.","Lesa Beverly, Ph.D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-05-01T07:00:00Z","date_published":"2017-05-01T07:00:00Z","updated_at":"2026-07-24T04:30:15Z","subjects":["co-teaching","instructional model","elementary","special education","STAAR Reading student outcomes","quantitative","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.sfasu.edu/etds/109","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Patrick M. Jenlink, Ed.D.","Ali Hachem, Ph.D.","Lesa Beverly, Ph.D."]},{"key":"dc:creator","label":"Author","values":["Gerlach, Susan M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-06-13T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Secondary Education and Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["co-teaching","instructional model","elementary","special education","STAAR Reading student outcomes","quantitative","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.sfasu.edu/etds/109"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this quantitative study was to address the use of the co-teaching instructional model to serve elementary special education students in general educational classrooms. Recent trends and legislation have increased the use of inclusive education for students with disabilities. At this time, few large-scale studies on co-teaching have been conducted to date, and empirical research in terms of quantified student measured outcomes is limited. As a result, districts face challenges when considering implementation of a co-teaching model. This study used a quasi-experimental design from intact existing groups of fourth grade students on the State STAAR Reading test. Cross tabulation analysis was then merged to bring greater district-wide examination of the co-teach model. The research is intended to contribute quantitatively measured student outcomes of students in co-taught classrooms, and inform district decision makers on the co-teaching environment meeting the needs of students with specific learning disabilities.
"]},{"key":"dc:title","label":"Title","values":["A Quantitative Study of Co-Teaching as an Instructional Model to Serve Elementary Students"]}]}],"canonical_facts":{"dc:contributor":["Patrick M. Jenlink, Ed.D.","Ali Hachem, Ph.D.","Lesa Beverly, Ph.D."],"dc:creator":["Gerlach, Susan M."],"dc:date.available":["2017-06-13T07:00:00Z"],"dc:description.abstract":["The purpose of this quantitative study was to address the use of the co-teaching instructional model to serve elementary special education students in general educational classrooms. Recent trends and legislation have increased the use of inclusive education for students with disabilities. At this time, few large-scale studies on co-teaching have been conducted to date, and empirical research in terms of quantified student measured outcomes is limited. As a result, districts face challenges when considering implementation of a co-teaching model. This study used a quasi-experimental design from intact existing groups of fourth grade students on the State STAAR Reading test. Cross tabulation analysis was then merged to bring greater district-wide examination of the co-teach model. The research is intended to contribute quantitatively measured student outcomes of students in co-taught classrooms, and inform district decision makers on the co-teaching environment meeting the needs of students with specific learning disabilities.
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