Research Presentationv2


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Science education research

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Research Presentationv2

  1. 1. “ One Teach-One Assist” vs. “Team Teaching” Inclusion Models and Middle School Science Education Gregory du Sablon Jr. Queens College, Spring 2009 Dr. Murfin SEYS 778
  2. 2. Hypothesis <ul><li>7 th Grade Students with Special Needs Will Demonstrate Increase Academic Achievement as a Result of Enhancing the Collaboration of the Inclusion Teaching Team </li></ul>
  3. 3. Rational for the Study <ul><li>The Individuals with Disabilities Education Improvement Act (2004) continues the requirement that students with learning disabilities be served in general education classrooms, as appropriate. </li></ul><ul><li>I am a co-teacher of an inclusion class. </li></ul><ul><ul><li>The effective practice of Co-teaching in inclusive classrooms is challenging. </li></ul></ul>
  4. 4. Research From Literature Review <ul><li>General Education teaches lacked the expertise to effectively teach students with disabilities </li></ul><ul><li>According to McMullen, Shippen & Dangel (2007, p.77) many general education teachers do not know how to make accommodations for students with special needs or even understand the need for them. </li></ul>
  5. 5. Research From Literature Review <ul><li>Teachers reported professional satisfaction, growth and personal support as a result of their co-teaching experiences. </li></ul><ul><li>“ It was very rewarding to have another adult in the classroom to share the good time and bad times” (Walther-Thomas, 1997, p. 400) </li></ul>
  6. 6. Research From Literature Review <ul><li>Across the country Co-teaching was only successful in school where the administration was supportive and there was scheduled planning time. </li></ul><ul><li>“ Finding scheduled time for co-teachers to plan together during school hours is a serious problem for many schools” (Walther-Thomas, 1997, p. 401). </li></ul><ul><li>According to Magiera & Zigmond (2005, p.81) in the absence of joint planning time co-teachers often teach the same way they would whether or not another teacher was available in the classroom. </li></ul>
  7. 7. Research Methods <ul><li>Participants </li></ul><ul><ul><li>28 seventh grade students (non-random) </li></ul></ul><ul><ul><ul><li>12 students with IEPs </li></ul></ul></ul><ul><li>Materials </li></ul><ul><ul><li>Pre and Post Quizzes (6 open response questions based on Blooms taxonomy) </li></ul></ul><ul><li>Research Design </li></ul><ul><ul><li>Respiratory System Unit– “One Teach-One Assist” </li></ul></ul><ul><ul><ul><li>Non-treatment group </li></ul></ul></ul><ul><ul><li>Digestive System Unit– “Team Teaching” </li></ul></ul><ul><ul><ul><li>Treatment group </li></ul></ul></ul>
  8. 8. Results- Comparing Means
  9. 9. Results- Comparing Means By Student Type
  10. 10. Results- Percentage Increase in Quiz Scores
  11. 11. Conclusions <ul><li>Students scores increased by a larger degree during the “Team Teaching” Model </li></ul><ul><ul><li>Only a 77% increase in mean scores for all students with the “One Teach-One Assist” Model </li></ul></ul><ul><ul><li>569% increase in mean scores for all students with the “Team Teaching Model” </li></ul></ul>WOW Why such a difference?
  12. 12. Limitations of study <ul><li>Student attitudes toward Digestion pre- Quiz </li></ul><ul><ul><li>Quiz Design… </li></ul></ul><ul><li>Difficulty of content </li></ul><ul><li>Uncontrollable issues that students with special needs struggle with. </li></ul><ul><li>Collaboration Time </li></ul><ul><li>Duties of Co-teacher </li></ul><ul><li>Co-teachers idea of collaboration… </li></ul>
  13. 13. Positive Takeaways <ul><li>Students with special needs benefit from pre-teaching (AIS) </li></ul><ul><li>Any collaboration is better than none </li></ul><ul><li>Lesson modifications for students with disabilities are worth the extra time and effort </li></ul>
  14. 14. Future Research <ul><li>How would pre-teaching students with special needs improve their classroom participation and academic achievement. </li></ul><ul><li>How would co-teaching with a science specialist differ from co-teaching with a special education generalist </li></ul><ul><li>Comparing other models of co-teaching </li></ul><ul><ul><li>Station teaching & Parallel teaching </li></ul></ul>
  15. 15. The facts of life <ul><li>Major budget cutbacks are removing the special education specialist from the science classroom altogether starting in September… </li></ul><ul><li>I’m on my own but well prepared  </li></ul>
  16. 16. Student Responses
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