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Effects of Co-Teaching in the Inclusive Middle School Classroom on Student Achievement, Student...
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Effects of Co-Teaching in the Inclusive Middle School Classroom on Student Achievement, Student Attitudes, and Teacher Attitudes
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Description
Identifier
Diss
27
Author
Bean, Nancy Elizabeth
Title
Effects
of
Co-Teaching
in the
Inclusive
Middle
School
Classroom
on
Student
Achievement
,
Student
Attitudes
, and
Teacher
Attitudes
Publisher
Central Connecticut State University
Date of Publication
2006
Resource Type
Dissertation
Abstract
This
study
explored
the
qualitative
and
quantitative
impact
of the
implementation
of a
co-teaching
model
by
teams
in
middle
school
language
arts
and
mathematics
classrooms
.
Although
there were
no
significant
quantitative
findings
for
either
students
or
teachers
in this
study
of
co-teaching
in
inclusive
eighth
grade
classrooms
, the
qualitative
findings
did
reveal
that
teachers
saw
the
co-teaching
experience
as
valuable
both
for
themselves
and for their
students
. These
findings
suggest
that
although
this
study
does
not
provide
conclusive
evidence
supporting
co-teaching
, its
implementation
may
contribute
to
increased
teacher
skill
levels
for
both
general
and
special
education
teachers
as
well
as
increased
student
self-esteem
and
social
status
.
Subject
Teaching teams
Inclusive education
Academic achievement
Students -- Attitudes
Teachers -- Attitudes
Department
Department of Educational Leadership
Advisor
Beyard, Karen
Type
Text
Digital Format
application/pdf
Software
System requirements: PC and World Wide Web browser.
Language
eng
OCLC number
713734075
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