Date of Award
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Doctor of Education (EdD)
Division of Education and Counseling
Dr. Leslie Hass
Dr. Elizabeth LaForge
Dr. Sloane Signal-Dubose
co-teaching, inclusion, teacher collaboration, academic achievement
The purpose of this study is to determine the effects of co-teaching on the academic achievement of elementary students in English Language Arts (ELA). The current body of research related to co-teaching is primarily qualitative and mostly inconclusive (Hurd & Weilbacher 2017). After the reauthorization of the Individuals with Disabilities Education Act (IDEA) in 2004, it is vital for educational institutions to implement research-based practices to support students with and without disabilities in their Least Restrictive Environments (LRE). This study took a quantitative approach and utilized a causal-comparative design to answer the question: How does a co-taught classroom in comparison to a traditional classroom impact the academic achievement of third and fifth grade students in ELA as indicated by the Louisiana Educational Assessment Program (LEAP) 360 assessments? Data were gathered from diagnostic and interim benchmark assessments from a co-taught group of students and a traditionally taught group of students. The difference between the scores was analyzed to determine student growth and to compare the average growth of students in a co-taught classroom to the average growth of students in a non- co-taught classroom. This study’s intent was to determine if there is a statically significant difference between the ELA growth of students in co-taught classrooms and students in non-co- taught classrooms.
Cragin, Sally-Rose, "How Coteaching Impacts Student Academic Growth In Elementary School" (2023). Electronic Thesis and Dissertation. 96.