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    A Quantitative Study of the Added-Value of Co-Teaching Models Implemented in the Fourth Grade Classes of a Suburban New Jersey School Dist

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    Principato_temple_0225E_10304.pdf
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    Genre
    Thesis/Dissertation
    Date
    2010
    Author
    Principato, Karen Rita
    Advisor
    Caldwell, Corrinne A.
    Committee member
    DuCette, Joseph P.
    Sanford-DeShields, Jayminn
    Shapiro, Joan Poliner
    Partlow, Michelle Chaplin, 1941-
    Department
    Educational Administration
    Subject
    Education, Administration
    Education, Curriculum and Instruction
    Education, Elementary
    Achievement
    Co-teaching
    Intervention
    Literacy
    Team Teaching
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/2188
    
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    DOI
    http://dx.doi.org/10.34944/dspace/2170
    Abstract
    This quantitative study examined the impact, if any, of two general co-teaching models on the academic achievement of all of the fourth-grade students in a small suburban elementary school district. It addressed co-teaching methods as possible supports to improve literacy gains for all elementary school students. The researcher investigated the effectiveness of two general co-teaching models, each of which employed some form of parallel or supportive teaching strategies. These interventions were measured by the Measurement of Academic Progress (MAP) tests, which are state-aligned, computerized, adaptive tests that reflect the achievement level of each student and measure growth over time. Fourth grade students were tested in the Fall 2008, then tested again, in Spring 2009. Their academic growth in literacy was evaluated via repeated measures analysis of variance. The data were disaggregated by gender, race, socio-economic status, and ability level. Comparisons were made as to the effectiveness of the co-teaching models, and, if evident, which interventions were most effective based on the disaggregated data.
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