Primary Advisor/Dissertation Chair
Secondary Advisor/Reader One
The research questions addressed in this study were: In a second grade special education inclusion classroom, how do the students experience two co-teaching models: station teaching and alternative teaching? Subquestion 1: How does students’ performance on ELA assessments vary depending on the co-teaching model? Subquestion 2: How does student involvement, enjoyment, and perceived sense of understanding compare after each co-teaching model? Subquestion 3: Do the ELA assessment scores and student attitudes correlate positively? The review of the literature included benefits and drawbacks of special education inclusion classrooms, the six co-teaching models, and the second grade Common Core English Language Arts standards. The study intervention consisted of 12 second grade participants, three with special needs, spending a week experiencing two co-teaching models: station teaching and alternative teaching. To accomplish this the Special Education co-teacher and I collaborated to teach the McGraw Hill Wonders curriculum using both co-teaching models. A mixed method approach was used to collect data. After a week of each model, participants were then tested on spelling words, vocabulary definitions, and text comprehension. Additionally participants also filled out a Google survey asking about their perceived sense of involvement, enjoyment, and understanding of the lesson. Data concluded that participants yielded higher test scores using the station co-teaching model. Participants felt more involved during station teaching and enjoyed station teaching over alternative teaching. However, participants felt they had a better understanding of what was being taught during alternative teaching. Overall, test scores and attitudes do correlate positively. Recommendations for future research, limitations, and implications are also discussed.
Hoffert, Natalie, "The Relationship of Two Co-Teaching Models in a Second Grade Special Education Inclusion Classrooms: Impact on Student Achievement" (2023). School of Education and Leadership Student Capstone Theses and Dissertations. 4589.
School of Education Student Capstone Theses and Dissertations