Presenter Information

Lauren StanfieldFollow

Faculty Mentor(s)

Dr. Joshua Cuevas

Campus

Cumming

Proposal Type

Oral Presentation

Subject Area

Education

Location

Conference Room

Start Date

22-3-2019 1:00 PM

End Date

22-3-2019 2:00 PM

Description/Abstract

Co-teaching as a means of inclusive instruction for students with disabilities has become increasingly more prevalent in education settings in recent decades. It is a common inclusion model designed to mainstream special education students as a result of progressive legislation related to special education achievement (Murawski & Swanson, 2001). However, while plenty of literature exists on the topic of co-teaching, limited research has been done in regards to the most effective co-teaching models or their impact on levels of student academic success and morale in the classroom (Magiera & Zigmond, 2005).

This research study aimed to discover the connection, if any, that exists between various co-teaching models and student academic achievement as well as classroom morale. The study involved four co-taught 6th grade ELA and reading classes, each receiving a designated co-teaching model for the duration of an instructional unit. Student achievement was based on statistical analysis of class pre and post-test scores to determine if one co-teaching model was more effective than others. Student morale was also explored with the analysis of pre and post-survey Likert scores related to classroom morale. In the end, the researcher sought to identify the best co-teaching practices for increased student achievement and classroom morale.

Note to Conference Administrators

I have uploaded a copy of my current presentation to the "Visual Arts" section as I was unable to locate a place for files to be considered for awards.

My research will be completed in early February. Therefore, my attached presentation will be updated to share my findings, analysis, and discussion of the data.

Media Format

flash_audio

Rights

Presentation created by Lauren Stanfield, proposal submitter and primary researcher

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Mar 22nd, 1:00 PM Mar 22nd, 2:00 PM

Co-Teaching Models and Student Academic Success

Conference Room

Co-teaching as a means of inclusive instruction for students with disabilities has become increasingly more prevalent in education settings in recent decades. It is a common inclusion model designed to mainstream special education students as a result of progressive legislation related to special education achievement (Murawski & Swanson, 2001). However, while plenty of literature exists on the topic of co-teaching, limited research has been done in regards to the most effective co-teaching models or their impact on levels of student academic success and morale in the classroom (Magiera & Zigmond, 2005).

This research study aimed to discover the connection, if any, that exists between various co-teaching models and student academic achievement as well as classroom morale. The study involved four co-taught 6th grade ELA and reading classes, each receiving a designated co-teaching model for the duration of an instructional unit. Student achievement was based on statistical analysis of class pre and post-test scores to determine if one co-teaching model was more effective than others. Student morale was also explored with the analysis of pre and post-survey Likert scores related to classroom morale. In the end, the researcher sought to identify the best co-teaching practices for increased student achievement and classroom morale.

 

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