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Improving Access to General Education via Co-Teaching in Secondary Mathematics Classrooms: An Evaluation of Utah’s Professional Development Initiative
- Source :
- Special Education and Rehabilitation Counseling Faculty Publications
- Publication Year :
- 2023
- Publisher :
- SAGE Publications, 2023.
-
Abstract
- Co-teaching may be a promising strategy to improve inclusive secondary mathematics education in rural schools. Professional development (PD) aids in special and general education teachers’ co-teaching implementation, yet little empirical research examines how to effectively train and support co-teachers. In this study, we describe one U.S. state’s PD model for secondary mathematics co-teaching, evaluate outcomes of the PD on co-teachers’ behaviors and beliefs, and examine the impact of co-teaching on students’ mathematics achievement. We examined data from observations, surveys, and students’ pre/post assessments across nine classes within seven U.S. school districts, including three rural school districts, over 3 years. We report data from a total of 19 teachers and 281 students in sixth through ninth grades. The PD participants implemented effective co-teaching strategies and reported positive viewpoints toward co-teaching. Additionally, students with and without disabilities improved their mathematics scores. We present key findings for rural schools to guide future implementation and research.
Details
- ISSN :
- 21688605 and 87568705
- Volume :
- 42
- Database :
- OpenAIRE
- Journal :
- Rural Special Education Quarterly
- Accession number :
- edsair.doi.dedup.....8dd557e20f5d0a02c0eb405c45bdae02