Co-Teaching Models and Student Academic Success

Abstract

Co-teaching as a means of inclusive instruction for students with disabilities has become increasingly more prevalent in education settings in recent decades. It is a common inclusion model designed to mainstream special education students as a result of progressive legislation related to special education achievement (Murawski & Swanson, 2001). However, while plenty of literature exists on the topic of co-teaching, limited research has been done in regards to the most effective co-teaching models or their impact on levels of student academic success and morale in the classroom (Magiera & Zigmond, 2005).

This research study aimed to discover the connection, if any, that exists between various co-teaching models and student academic achievement as well as classroom morale. The study involved four co-taught 6th grade ELA and reading classes, each receiving a designated co-teaching model for the duration of an instructional unit. Student achievement was based on statistical analysis of class pre and post-test scores to determine if one co-teaching model was more effective than others. Student morale was also explored with the analysis of pre and post-survey Likert scores related to classroom morale. In the end, the researcher sought to identify the best co-teaching practices for increased student achievement and classroom morale.