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Melissa Witcher Jay Feng

Co-teaching vs. Solo Teaching: Comparative effects on Students’ Math Achievement in Elementary School . Melissa Witcher Jay Feng. Research Question. Do co-teaching and solo teaching have different effects on elementary students’ math achievement ?

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Melissa Witcher Jay Feng

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  1. Co-teaching vs. Solo Teaching:Comparative effects on Students’ Math Achievement in Elementary School Melissa Witcher Jay Feng

  2. Research Question • Do co-teaching and solo teaching have different effects on elementary students’ math achievement ? • Is co-teaching more effective than solo teaching in elementary math instruction?

  3. Co-teaching • Different names: Team teaching, collaborative teaching, parallel teaching, alternative teaching (Bouck, 2007) • “Two or more teachers who are equal in status located in the classroom together, working together, and providing instruction”. (Dieker and Murawski, 2003)

  4. Benefits of Co-teaching • Opportunity for more teacher-assisted learning (small group, one-on-one), especially for special education students(Bouck, 2007) • Same content, different learning styles and teaching styles “being exposed to the strength of varied viewpoints”, “a tool for integrating material from different disciplines and remedying problems” (Dugan and Letterman, 2008) A key aspect of teachers’ professional growth (Jang, 2006)

  5. Method • two 5th grade classes in the same rural elementary school • classes selected as similar in student ability and previous test scores • One class was co-taught by a veteran regular education teacher and a new special education teacher, 18 students with 5 special ed. • One class was by the same veteran regular education teacher, 20 students

  6. Data Collection • Unit pre-test and post-test scores • 120 Day Test (Benchmark Test) • ITBS • CRCT

  7. Conclusion • Co-teaching and solo teaching seem to have different effects on students’ math achievement in elementary school, with co-teaching being more positive. (Abdallah, 2009; McDuffie, Mastropieri, & Scruggs, 2009; Sutton, Jones, & White, 2008

  8. Limitations • One school • No random selection/Pre-determined classes • Small sample size • Researcher and Special Education teacher same person • One subject

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