A Quantitative Study of Co-Teaching as an Instructional Model to Serve Elementary Students

<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>

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Secondary Education and Educational Leadership

Year dc:date.available

2017

Author dc:creator

• Gerlach, Susan M.

Contributors dc:contributor

• Patrick M. Jenlink, Ed.D.
• Ali Hachem, Ph.D.
• Lesa Beverly, Ph.D.

• co-teaching
• instructional model
• elementary
• special education
• STAAR Reading student outcomes
• quantitative
• Special Education and Teaching

Repository record dc:identifier

https://scholarworks.sfasu.edu/etds/109

OAI identifier oai:identifier

oai:scholarworks.sfasu.edu:etds-1117