Date
7-2013
Department
School of Education
Degree
Doctor of Education (EdD)
Chair
Rollen Fowler
Primary Subject Area
Education, General; Education, Secondary; Education, Mathematics; Education, Special; Education, Tests and Measurements; Education, Curriculum and Instruction
Keywords
Co-taught, Co-teaching, Math Disabilities, Resource, Service Delivery Models in Special Education
Disciplines
Curriculum and Instruction | Disability and Equity in Education | Education | Educational Assessment, Evaluation, and Research | Educational Methods
Recommended Citation
Nash, Tammy, "A Comparison of General Education Co-teaching Versus Special Education Resource Service Delivery Models on Math Achievement of Students with Disabilities" (2013). Doctoral Dissertations and Projects. 718.
https://digitalcommons.liberty.edu/doctoral/718
Abstract
Recent legislation in education mandates that students with disabilities be given access to the general education curriculum in order to reach higher academic standards. To meet these requirements, co-teaching has become a popular service delivery model for instruction of students with disabilities within the general education setting. The purpose of this causal-comparative study was to compare math achievement of secondary students with disabilities in general education co-taught math classes to students with disabilities in special education resource math classes. Participants included 145 high school students with disabilities from four large suburban schools in Northeast Georgia. Learning outcomes were measured by scores on the Georgia Math II End of Course Test. Math I End of Course Test scores from the previous school year were used as a covariate to control for differences in math ability between the groups. Data were analyzed for statistical significance using an ANCOVA. Results indicated that students instructed in co-taught math classes had higher mean scores on end of course tests than students instructed in resource math classes. The findings suggest that co-teaching had a small effect in influencing outcomes in math. Implications for practice indicate that the design of effective teaching practices and instruction are necessary for the attainment of math skills. Future research would help identify important instructional components, teacher experience and training, as well as provide broader generalization of results.
Included in
Curriculum and Instruction Commons, Disability and Equity in Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons
