Date of Award
5-2017
Degree Type
Dissertation
Degree Name
Doctor of Education
Department
Secondary Education and Educational Leadership
First Advisor
Patrick M. Jenlink, Ed.D.
Second Advisor
Ali Hachem, Ph.D.
Third Advisor
Lesa Beverly, Ph.D.
Fourth Advisor
Shelly Butler, Ed.D.
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.
Repository Citation
Gerlach, Susan M., "A Quantitative Study of Co-Teaching as an Instructional Model to Serve Elementary Students" (2017). Electronic Theses and Dissertations. 109.
https://scholarworks.sfasu.edu/etds/109
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
