Academic Achievement of Secondary Students with Learning Disabilities in Co-Taught and Resource Rooms

Autor/inn/en	Packard, Abbot L.; Hazelkorn, Michael; Harris, Karen P.; McLeod, Robert
Titel	Academic Achievement of Secondary Students with Learning Disabilities in Co-Taught and Resource Rooms
Quelle	In: Journal of Research in Education, 21 (2011) 2, S.100-117 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1083-6470
Schlagwörter	Academic Achievement; Secondary School Students; Grade 9; Learning Disabilities; Team Teaching; Resource Room Programs; Regular and Special Education Relationship; Interviews; Teacher Attitudes; Teaching Skills; Teacher Collaboration; Pretests Posttests; Comparative Analysis; Statistical Analysis; Scores; Literature; Intelligence Tests; Children; Cognitive Ability; Achievement Tests; Kaufman Test of Educational Achievement; Stanford Binet Intelligence Scale; Wechsler Individual Achievement Test; Wechsler Intelligence Scale for Children; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Schulleistung; Sekundarschüler; School year 09; 9. Schuljahr; Schuljahr 09; Learning handicap; Lernbehinderung; Teamteaching; Interviewing; Interviewtechnik; Lehrerverhalten; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrerkooperation; Statistische Analyse; Literatur; Intelligence test; Intelligenztest; Child; Kind; Kinder; Denkfähigkeit; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; WIAT; Eignungsprüfung; Eignungstest
Abstract	Although coteaching has become a widespread instructional option for students with disabilities, there are concerns regarding its effectiveness on student achievement especially at the secondary level. The authors examined whether ninth grade students with learning disabilities (LD) who received instruction in a resource classroom achieved at a comparable level to students with LD who received instruction in a cotaught general education classroom. The findings indicate that the students with LD in the resource classroom achieved at a better level than did those students who received their instruction in the cotaught classroom. Implications and suggestions for further research are discussed. (As Provided).
Anmerkungen	Eastern Educational Research Association. George Watson, Marshall University, One John Marshall Drive, College of Education and Professional Development, Huntington, WV 25755. e-mail: eerajournal@gmail.com; Web site: http://www.eeraorganization.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01