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The effects of an online coaching model on secondary co-teaching teams in algebra

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Date Issued:
2017
Abstract/Description:
Students with disabilities are included into general education classrooms to receive instruction with increasing frequency. To facilitate this inclusion, co-teaching is frequently used as a service delivery model (Friend, 2016; Murawski (&) Bernhardt, 2016). Co-teaching is a service delivery model where a general and special education teacher work in a collaborative environment to instruct students with and without disabilities (Friend, 2007, 2016). In using this approach, teachers are not always provided with the professional development (PD) necessary to effectively facilitate the co-teaching partnership. In this study, the researcher conducted a quasi-experimental study to examine the effects of a 10-minute online coaching PD intervention on student achievement, co-teachers' use of different models of co-teaching, and opportunities to respond in secondary math classes. The researcher observed 30 minutes of instruction in co-taught and solo-taught classes at the beginning and the end of the intervention. The results indicated a change from pre- to post-observation of students being more engaged, student talk increasing, and teachers using multiple models of co-teaching. Additionally, the researcher collected student growth scores for both solo and co-taught classes. The results of the analysis indicated students' scores improved significantly in the co-taught compared to the solo-taught classes after the coaching intervention. The researcher discusses the findings, implications, and best practices for use with secondary co-teaching teams.
Title: The effects of an online coaching model on secondary co-teaching teams in algebra.
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Name(s): Holbrook, Jennifer, Author
Dieker, Lisa, Committee Chair
Marino, Matthew, Committee Member
Hines, Rebecca, Committee Member
Murawski, Wendy, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2017
Publisher: University of Central Florida
Language(s): English
Abstract/Description: Students with disabilities are included into general education classrooms to receive instruction with increasing frequency. To facilitate this inclusion, co-teaching is frequently used as a service delivery model (Friend, 2016; Murawski (&) Bernhardt, 2016). Co-teaching is a service delivery model where a general and special education teacher work in a collaborative environment to instruct students with and without disabilities (Friend, 2007, 2016). In using this approach, teachers are not always provided with the professional development (PD) necessary to effectively facilitate the co-teaching partnership. In this study, the researcher conducted a quasi-experimental study to examine the effects of a 10-minute online coaching PD intervention on student achievement, co-teachers' use of different models of co-teaching, and opportunities to respond in secondary math classes. The researcher observed 30 minutes of instruction in co-taught and solo-taught classes at the beginning and the end of the intervention. The results indicated a change from pre- to post-observation of students being more engaged, student talk increasing, and teachers using multiple models of co-teaching. Additionally, the researcher collected student growth scores for both solo and co-taught classes. The results of the analysis indicated students' scores improved significantly in the co-taught compared to the solo-taught classes after the coaching intervention. The researcher discusses the findings, implications, and best practices for use with secondary co-teaching teams.
Identifier: CFE0006745 (IID), ucf:51869 (fedora)
Note(s): 2017-08-01
Ph.D.
Education and Human Performance, Dean's Office EDUC
Doctoral
This record was generated from author submitted information.
Subject(s): co-teaching -- professional development -- online coaching -- mathematics -- secondary -- algebra
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0006745
Restrictions on Access: public 2017-08-15
Host Institution: UCF

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