Co-Teaching Effects on Algebra I Achievement of Students with Disabilities

Autor/inn/en	Williams, Valeree; Ross, Peter; Eleweke, Chukwuemeka; Mohammed, Shereeza
Titel	Co-Teaching Effects on Algebra I Achievement of Students with Disabilities
Quelle	In: Journal of Educational Research and Practice, 12 (2022) 1, S.86-93 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Team Teaching; Inclusion; Students with Disabilities; Algebra; Gender Differences; Grade 9; Instructional Effectiveness; Regular and Special Education Relationship; Mathematics Achievement; Mathematics Instruction + Suchen Sie Ihr Suchwort? Teamteaching; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Geschlechterkonflikt; School year 09; 9. Schuljahr; Schuljahr 09; Unterrichtserfolg; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht
Abstract	The purpose of this study was to determine the effectiveness of co-teaching versus inclusive non-co-teaching for students with disabilities (SWD) using algebra I end-of-course scores (EOC) and whether these effects differed by gender. Participants included 244 ninth-grade algebra I SWD. The research design consisted of a posttest only with a control group and a test group. Analysis of covariance (ANCOVA) was used to analyze the results. Results showed that co-teaching did not significantly benefit either male or female SWD in algebra I. The fact that SWD in inclusive settings who did not receive co-teaching scored higher than those in inclusive settings who did receive co-teaching is significant and has important implications for practice and research. Future research should investigate studies with larger sample size and proficiency of teachers in co-taught classes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01