TAKS scores of general education students in secondary co-teach classes in a Texas school district

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dc.contributor.advisor Collier , Virginia en_US
dc.contributor.committeeMember Larke , Alvin en_US
dc.creator Neugebauer , Nancy Guido en_US
dc.date.accessioned 2008 -10 -10T20 :56 :26Z
dc.date.accessioned 2014 -02 -19T19 :29 :26Z
dc.date.available 2008 -10 -10T20 :56 :26Z
dc.date.available 2014 -02 -19T19 :29 :26Z
dc.date.created 2008 -05 en_US
dc.date.issued 2008 -10 -10T20 :56 :26Z
dc.identifier.uri http : / /hdl .handle .net /1969 .1 /85931
dc.description.abstract Inclusion of students at all levels is a challenge . The acceptance of this challenge , however , has been mandated by the No Child Left Behind and the Individuals with Disabilities Education Improvement Act of 2004 . Co -teaching is one among the service delivery models of inclusion implemented in the general education classroom (Rea & Connell , 2005 ; Weiss & Lloyd , 2002 ) . This study compared the achievement of general education students in general education classes to the achievement of general education students in co -teach classes to determine if there is a significant difference in the achievement of general education students because of participation in a co -teach classroom instructional arrangement . The population of this quantitative study consisted of secondary general education students from a large suburban school district in Texas conducting science and social studies courses in both co -teach and non -co -teach classrooms . The t -test for the two independent samples was used to determine the statistical difference between the mean Science scores and the mean social studies scores of the treatment group and the comparison group on the Texas Assessment of Knowledge and Skills in science and social studies . An alpha level of .05 was used as the standard of significance on all tests . Two -way ANOVA was used to determine student achievement differences in treatment and /or comparison groups by gender , ethnicity , English language learner status , and socioeconomic status . Post -hoc analysis of the impact of ethnicity was also undertaken . Results indicate that general education students performed at higher levels in regular Science classes than in co -teach science classes . Results also concluded that general education students performed at higher levels in regular social studies classes than in co -teach social studies classes . Significant student achievement variations were also found to be correlated with each of the other variables considered . Recommendations for further research and stakeholders were provided . en_US
dc.format.medium electronic en_US
dc.language.iso en _US en_US
dc.publisher Texas A &M University en_US
dc.subject co -teach en_US
dc.title TAKS scores of general education students in secondary co -teach classes in a Texas school district en_US
dc.type Book en
dc.type.genre Electronic Record of Study en_US
dc.type.material text en_US
dc.format.digitalOrigin born digital en_US

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TAKS scores of general education students in secondary co-teach classes in a Texas school district. Available electronically from http : / /hdl .handle .net /1969 .1 /85931 .

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