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A Quantitative Analysis of the Effec...

DiVita, Amy S.

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A Quantitative Analysis of the Effect of Integrated Co-Teaching on the Growth of English Language Arts and Mathematics Achievement in Elementary School Students Using Student Growth Percentiles.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Quantitative Analysis of the Effect of Integrated Co-Teaching on the Growth of English Language Arts and Mathematics Achievement in Elementary School Students Using Student Growth Percentiles./
Author:	DiVita, Amy S.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	107 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
Contained By:	Dissertations Abstracts International81-04A.
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13895531
ISBN:	9781085650168

A Quantitative Analysis of the Effect of Integrated Co-Teaching on the Growth of English Language Arts and Mathematics Achievement in Elementary School Students Using Student Growth Percentiles.
DiVita, Amy S.

A Quantitative Analysis of the Effect of Integrated Co-Teaching on the Growth of English Language Arts and Mathematics Achievement in Elementary School Students Using Student Growth Percentiles. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 107 p.

Source: Dissertations Abstracts International, Volume: 81-04, Section: A.

Thesis (D.P.S.)--Syracuse University, 2019.

This item must not be sold to any third party vendors.

This causal-comparative study provides a descriptive analysis of the impact of participation in co-taught classrooms compared to traditional classrooms on the academic growth of students with and without disabilities. This issue is examined in English language arts and mathematics using the New York State testing program results. A quasi-experimental design and a post hoc statistical analyses using t-tests was used to look for statistical differences between identified groups. Achievement growth was operationalized as the student growth percentile on the NYS New York State assessments, and group means were compared by grade level over five years. The findings from this study suggest that achievement in English language arts and mathematics for all students in integrated co-taught classrooms is likely to be comparable to, or better than, that for students in traditional classrooms. Further, participation in a co-taught classroom is unlikely to impact nonidentified peers negatively and may benefit them, particularly in mathematics. Additionally, students with disabilities may benefit slightly more from a co-taught setting than their peers not identified with disabilities. Considerations for policymakers and administration are discussed as well as recommendations for further research.

ISBN: 9781085650168Subjects--Topical Terms:

529436
Educational leadership.

A Quantitative Analysis of the Effect of Integrated Co-Teaching on the Growth of English Language Arts and Mathematics Achievement in Elementary School Students Using Student Growth Percentiles.
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245 1 0 $a A Quantitative Analysis of the Effect of Integrated Co-Teaching on the Growth of English Language Arts and Mathematics Achievement in Elementary School Students Using Student Growth Percentiles.
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300 $a 107 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
500 $a Advisor: Theoharis, George.
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506 $a This item must not be sold to any third party vendors.
520 $a This causal-comparative study provides a descriptive analysis of the impact of participation in co-taught classrooms compared to traditional classrooms on the academic growth of students with and without disabilities. This issue is examined in English language arts and mathematics using the New York State testing program results. A quasi-experimental design and a post hoc statistical analyses using t-tests was used to look for statistical differences between identified groups. Achievement growth was operationalized as the student growth percentile on the NYS New York State assessments, and group means were compared by grade level over five years. The findings from this study suggest that achievement in English language arts and mathematics for all students in integrated co-taught classrooms is likely to be comparable to, or better than, that for students in traditional classrooms. Further, participation in a co-taught classroom is unlikely to impact nonidentified peers negatively and may benefit them, particularly in mathematics. Additionally, students with disabilities may benefit slightly more from a co-taught setting than their peers not identified with disabilities. Considerations for policymakers and administration are discussed as well as recommendations for further research.
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