Term of Award
Doctor of Education in Educational Leadership (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
College of Education
Teri Denlea Melton
Committee Member 1
Antonio P. Gutierrez de Blume
Committee Member 2
Due to legislative mandates schools are required to educate SWDs in the least restrictive environment alongside SWODs, which lead to the rise of co-teaching. However, enhancing the quality of co-teaching partnerships to impact student achievement poses a challenge for many school leaders due to the absence of quantitative data involving the impact of co-teaching on student achievement. The purpose of this study was to identify correlations among the qualities of co-teaching partnerships in grades six through eight as measured by The Colorado Assessment of Co-teaching (CO-ACT), and student growth percentiles from Spring 2019 Georgia Milestones Assessment (GMAS) data in middle school English Language Arts and Mathematics content areas. This study explored whether a relationship existed between co-teaching partnerships and student achievement by employing a quantitative research design utilizing a correlational approach to measure the relationship the variables had with one another. This study was guided by the following overarching research question: What is the relationship between co-teaching partnerships and student achievement in middle school inclusive classrooms? Data were collected from 10 middle schools and from student achievement as reported from GMAS. There were 54 participants, creating a total of 27 dyads. Results of the analysis revealed that although general agreeability existed, there were no statistically significant results that indicated having the presence of behaviors within co-teaching partnerships correlate with SWD or SWOD student achievement in either subject. Furthermore, the findings expressed a need to seek an understanding of specific factors that may influence co-teaching partnerships and student achievement.
Middleton, Tikki N., "The Relationship Between Co-Teaching Partnerships and Student Achievement" (2020). Electronic Theses and Dissertations. 2163.
Research Data and Supplementary Material
Curriculum and Instruction Commons, Educational Leadership Commons, Secondary Education Commons, Special Education and Teaching Commons