Measuring the Impact of Three Different Co-Teaching Models on Student Test Results in Ninth-Grade Algebra I
Date of Award
Doctor of Education (EdD)
The purpose of this retrospective case analysis was to see if post-exam Algebra I mathematics scores were impacted in any way by the utilization of three different models of co-teaching: “interventionist,” “specialist,” and “departmentalized.” Two years of archival pretest and posttest exam scores from classified and nonclassified student exams were used to determine the overall mean growth for students who were educated in these instructional models. The data revealed that all co-teaching models produced statistically significant results for all students. However, the model that consistently produced statistically significant outcomes was the interventionist model. Recommendations for the selected district are to continue to utilize these instructional models because they produce statistically significant mean changes for students with and without disabilities. However, more quantitative research, such as a longitudinal study is recommended to compare the results from this study. Further research should focus on the specific disabilities of the students within each instructional model. It would be interesting to note if students with a specific educational disability performed better in any of the selected models. Finally, it is recommended that lawmakers and policymakers use this research to advocate for co-teaching to be included on the continuum of services for students with educational disabilities. This research helps to illustrate that co-teaching produces statistically significant growth for all students.
Cermele, Amy Marie, "Measuring the Impact of Three Different Co-Teaching Models on Student Test Results in Ninth-Grade Algebra I" (2017). Education Doctoral. Paper 300.
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