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A look at special education co-teach...

Cahill, Jodi M.

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A look at special education co-teaching models and their impact on student growth in reading.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A look at special education co-teaching models and their impact on student growth in reading./
作者:	Cahill, Jodi M.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	87 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10834764
ISBN:	9780355940305

A look at special education co-teaching models and their impact on student growth in reading.
Cahill, Jodi M.

A look at special education co-teaching models and their impact on student growth in reading. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 87 p.

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.)--St. John's University (New York), School of Education and Human Services, 2018.

The purpose of this study was to examine the reading growth for students participating in two different Special Education Integrated Co-Teaching models (ICT). Reading benchmark data from two third grade and two fourth grade cohorts was collected and analyzed. At each grade level, the reading benchmark assessment data from the STAR Reading Assessment and the Fountas & Pinnell Benchmark Assessment System were examined from one half day ICT cohort and one full day ICT cohort. Across the two grade levels, data from thirty students was examined and statistically analyzed using SPSS software.

ISBN: 9780355940305Subjects--Topical Terms:

529436
Educational leadership.

A look at special education co-teaching models and their impact on student growth in reading.
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520 $a The purpose of this study was to examine the reading growth for students participating in two different Special Education Integrated Co-Teaching models (ICT). Reading benchmark data from two third grade and two fourth grade cohorts was collected and analyzed. At each grade level, the reading benchmark assessment data from the STAR Reading Assessment and the Fountas & Pinnell Benchmark Assessment System were examined from one half day ICT cohort and one full day ICT cohort. Across the two grade levels, data from thirty students was examined and statistically analyzed using SPSS software.
520 $a Descriptive statistics, MANOVA, MANCOVA and ANOVA analyses, using the covariates of grade level and class model, were completed to determine which variables significantly effected the level of reading growth realized within each of the model types.
520 $a The intent of this research was to highlight how, or if, changes to the ICT model impacted student growth in the area of reading. School district leaders have historically been charged with implementing instructional programs that meet the needs of their students while maintaining fiscal responsibility to the community they serve. In the absence of specific state implementation guidelines, school leaders have often fashioned a fashion a part time co-teaching model that allows one special education teacher to provide support to multiple classes each day. Reducing the number of staff required to provide a co-teaching program allowed for a more cost-effective approach to implementation, yet the instructional benefit is questionable. This research sought to identify which of the two models provided the most instructional benefit, particularly in the area of reading. The results identified a statistically significant difference in the amount of reading gain, as measured by the Fountas & Pinnell Benchmark Assessment system, seen in both the third and fourth grade full day models when compared to the half day models.
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