AN EXAMINATION OF STUDENTS PERCEPTIONS AND ACHIEVEMENT RESULTS IN CO-TAUGHT HIGH SCHOOL MATH COURSES
Graduation Term
Fall 2024
Degree Name
Doctor of Education (EdD)
Department
Department of Special Education
Committee Chair
Allison Kroesch
Committee Member
Jeongae Kang
Committee Member
Kim Fisher
Abstract
This dissertation examined student perceptions about the impact of their math class on their learning and compared these perceptions across co-taught and single taught classrooms and IEP status of students. Student perceptions across groups indicated some differences. Of significance is students with IEPs in co-taught environments shared less favorable comments regarding their learning and reported learning more previously in their single-taught classrooms. End of course exam scores and PSAT scores were also compared and a significant difference between the ends of course assessment scores for non-IEP students within the single taught classroom and IEP students within the co-taught classroom was identified and students in the single taught classroom outperformed IEP students in the co-taught classroom. The results of this study contribute to the contradictory evidence supporting co-teaching.
Access Type
Thesis-Open Access
Recommended Citation
Bacino, Joy, "AN EXAMINATION OF STUDENTS PERCEPTIONS AND ACHIEVEMENT RESULTS IN CO-TAUGHT HIGH SCHOOL MATH COURSES" (2024). Theses and Dissertations. 2018.
https://ir.library.illinoisstate.edu/etd/2018