國立虎尾科技大學 |

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

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A look at special education co-teaching models and their impact on student growth in reading./
Author:	Cahill, Jodi M.
Description:	1 online resource (87 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
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. - 1 online resource (87 pages)

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.

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355940305Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

A look at special education co-teaching models and their impact on student growth in reading.
LDR:03286ntm a2200361Ki 4500 001 918142
005 20181022132815.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780355940305
035 $a (MiAaPQ)AAI10834764
035 $a AAI10834764
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Cahill, Jodi M. $3 1192386
245 1 2 $a A look at special education co-teaching models and their impact on student growth in reading.
264 0 $c 2018
300 $a 1 online resource (87 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Autumn Tooms-Cypres.
502 $a Thesis (Ed.D.)--St. John's University (New York), School of Education and Human Services, 2018.
504 $a Includes bibliographical references
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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational leadership. $3 585508
650 4 $a Special education. $3 567627
650 4 $a Instructional design. $3 1148462
655 7 $a Electronic books. $2 local $3 554714
690 $a 0449
690 $a 0529
690 $a 0447
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a St. John's University (New York), School of Education and Human Services. $3 1180120
773 0 $t Dissertation Abstracts International $g 79-09A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10834764 $z click for full text (PQDT)