- Collection:
- Atlanta University and Clark Atlanta University Theses and Dissertations
- Title:
- A case study of special education and regular education teacher perceptions related to the implementation of the co-teaching model and its impact on student learning outcomes in one select high school located in the southeastern region of the United States, 2020
- Creator:
- Castro, Jeanine L.
- Date of Original:
- 2020-12
- Subject:
- Degrees, Academic
Dissertations, Academic - Location:
- United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798
- Medium:
- born digital
- Type:
- Text
- Format:
- application/pdf
- Description:
- The purpose of this mixed methods study was to determine whether special education and regular education teachers’ perceptions of co-teaching were significantly related to achievement in Milestone tested courses in ELA and math. The researcher examined select variables in relation to student learning outcomes in the following content areas: ninth-grade literature and composition, American literature and composition, and algebra and geometry state examinations utilizing models of coteaching, collaborative planning, professional development, co-teacher pairing, and co-teaching challenges. Initial evidence was to include: teacher surveys, teacher interview questions, state testing scores, and classroom observations; however, due to COVID-19 restrictions, classroom observations could not be conducted and were not included in this study. The participants in this study had at least one full year of experience co-teaching in the focus course of this study. Eleven teachers, five special education teachers, and six regular education teachers co-taught the state tested subjects in English or math during the 2019-2020 school year. The results of the data analysis revealed that for the special education students who received co-taught instruction in the 2016-17, 2017-18, and 2018-19 school years, there was a significant difference in the average scores between the special education and regular education students, with regular education students scoring higher than special education students on the following tests: 9th and 10th-grade geometry; 9th, 10th, and 11th-grade algebra; 9th, 10th, and 11th-grade analytic geometry; 9th-grade coordinate algebra; 10th, 11th, and 12th-grade American literature and composition; and 9th-grade literature and composition.
Date of award: 2020-12
Degree type: dissertation
Degree name: Doctor of Education (EdD)
Granting institution: Clark Atlanta University
Department: Department of Educational Leadership
Advisor: Hill, Barbara - Metadata URL:
- http://hdl.handle.net/20.500.12322/cau.td:2020_castro_jeanine_l
- Original Collection:
- Atlanta University and Clark Atlanta University Theses and Dissertations
- Holding Institution:
- Atlanta University Center Robert W. Woodruff Library
- Rights:
-
