> 241 bjbj .&G
,?J
r
rrr
F
r
rrr`NP"r0Gr;r;rrr$
r
G;
:
Thesis Chapter One: Definition of Problem
Two teachers, one classroom, does it work? Is it possible for two teachers with different styles of teaching to collaborate and work together for the benefit of students? Collaborative teaching refers to an educational approach in which general and special educators work in a co-active and coordinated fashion to jointly teach academically and behaviorally heterogeneous groups of students in educationally integrated settings (i.e. general classrooms) (Bauwens, Hourcade & Friend, 1989, p. 10). A collaborative environment needs to include four components: two educators, delivery of meaningful instruction, diverse groups of students and a common setting. (Cook & Friend, 1996) Collaborative classrooms can be beneficial to everyone, students and teachers alike. Students may benefit from them because they get more individualized attention and teachers may benefit because they get to spend more time helping individual students.
Problem Background
A major component of the special education reform movement is symbolized by the term inclusive schools (Fuchs & Fuchs, 1994a, p. 299). In many schools, special education students are increasingly mainstreamed into the general education setting. Special education students are those students whose learning needs can not be met by a standard classroom. These students may have either mild physical or mental disabilities or handicaps. However, many students under that environment did not succeed academically (Baker & Zigmund, 1990). Students were measured based on their grades on homework and tests. Their grades did not improve from being in the general education classroom. Through their research, Baker and Zigmund found that it was not because the students did not belong in the classroom, it was because general educators did not know how to properly teach students with learning disabilities. Students with learning disabilities have a variety of different learning needs, and general educators did not vary their instructional strategies enough to accommodate the needs of those students. Baker and Zigmund also found that the teachers didnt individualize or differentiate their teaching skills or assignments to meet the needs of those students. The two authors were concerned by the results of the study. If this happened in many schools, Special Education students wouldnt succeed academically. As educators, how can we meet the needs of these students? What strategies are there that teachers can use to help these students succeed academically?
Purpose of the Study
The purpose of this study is to see if collaborative teaching is effective in helping students with disabilities mainstream effectively into the general education environment.
Furthermore, I sought in particular to see what strategies are most effective in helping special education students. Do the strategies benefit both students and teachers alike? Lastly, I want to see if these strategies are applicable across all curriculums. Can the strategies used in the collaborative classroom be used in all classes regardless if theyre collaborative or not?
Research Questions and Hypothesis
During the course of this study, I would like to know how to effectively implement collaborative teaching into the classroom. What are the best ways to collaborate? What strategies are best? Is the best method how you teach or how you plan with each other? Or is it the relationship the two teachers have with each other? I would also like to how, if collaboration is effective, does it work in all classrooms? Are the methods used in the collaborative environment applicable across all content areas?
Research cited in the literature state that students in a collaborative Algebra 1A classroom can perform better in the areas of homework, quizzes, tests, motivation, time on task, and attitudes than students in a non-collaborative Algebra 1A classroom. The reason students performed better is because of the smaller student/teacher ratio which leads to more individualized attention for all students (Trent, 1998). My hypothesis is that students in a collaborative Algebra 1A classroom will show a small difference in academic achievement and attitudes when compared to students who are not part of a collaborative Algebra 1A classroom.
Limitations
One limitation of this study is that the two classes are held at different times of the day. My non-collaborative Algebra 1A class is in the morning (period 3) and my collaborative Algebra 1A class is in the afternoon (period 6). Another limitation is the sample size. The sample size will be limited to my two Algebra 1A classes. The collaborative Algebra 1A class has 32 students while the individually instructed class has 34 students. Therefore, the total sample size will be 66 students. Finally, the last limitation is the number of Special Education students in each class. My control group, the non-collaborative individually instructed class has five Special Education Students and my experimental group, the collaborative class has fifteen Special Education Students.
Significance of Study
This study will use both qualitative and quantitative research methods. The two research methods will investigate the impact of academic success of special education students in collaborative Algebra 1A classrooms versus non-collaborative Algebra 1A classrooms. This research could be used to provide some insight into how best to teach Special Education students to meet their academic needs. Lastly, this research could be used to show how teachers should use collaboration effectively to help all students, regardless if the students are in the Special Education program or not.
/-] +5h.h.5 hIx>*h.hIx5h.hIxhP`01-]| 5
$da$gd.d`gdIxdgdIx$a$gdIxgdIx$a$gdIxdgdIx
,1h/ =!"#$%6666666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~_HmH nH sH tH @`@;NormalCJ_HaJmH sH tH DA DDefault Paragraph FontRiRTable Normal4
l4a(k (No List4@4;Header
!.).;Page NumberPK!pO[Content_Types].xmlj0Eжr(]yl#!MB;.n̨̽\A1&ҫ
QWKvUbOX#&1`RT9<l#$>r `С-;c=1g~'}xPiB$IO1Êk9IcLHY<;*v7'aE\h>=^,*8q;^*4?Wq{nԉogAߤ>8f2*<")QHxK
|]Zz)ӁMSm@\&>!7;wP3[EBU`1OC5(F\;ܭqpߡ 69&MDO,ooVM M_ո۹U>7eo >ѨN6}
bvzۜ6?ߜŷiLvm]2SFnHD]rISXO]0 ldC^3شd$s#2.h565!v.chNt9W
dumԙgLStf+]C9P^%AW̯f$Ҽa1Q{B{mqDl
u" f9%k@f?g$p0%ovkrt ֖ ? &6jج="MN=^gUn.SƙjмCR=qb4Y" )yvckcj+#;wb>VD
Xa?p
S4[NS28;Y[,T1|n;+/ʕj\\,E:!
t4.T̡e1
}; [z^pl@ok0e
g@GGHPXNT,مde|*YdT\Y䀰+(T7$ow2缂#G֛ʥ?qNK-/M,WgxFV/FQⷶO&ecx\QLW@H!+{[|{!KAi
`cm2iU|Y+ި [[vxrNE3pmR
=Y04,!&0+WC܃@oOS2'Sٮ05$ɤ]pm3FtGɄ-!y"ӉV
.
`עv,O.%вKasSƭvMz`3{9+e@eՔLy7W_XtlPK!
ѐ'theme/theme/_rels/themeManager.xml.relsM
0wooӺ&݈Э5
6?$Q
,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-!pO[Content_Types].xmlPK-!֧6-_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!!Z!theme/theme/theme1.xmlPK-!
ѐ'(
theme/theme/_rels/themeManager.xml.relsPK]#
&
NU.5::?eIxP`.@//j@@//h@UnknownG*Ax Times New Roman5Symbol3*Cx ArialA$BCambria Math"qhjV'jV'^4(^4(!243QIP)?;2,CUSDAnne Elsbree
Oh+'0x
4@
LX`hp'CUSDNormal.dotmAnne Elsbree2Microsoft Macintosh Word@Ik@\ƨ@\ƨ^4
՜.+,0hp
'CUSD(Title
"#$%&'(*+,-./03Root Entry FD51Table;WordDocument.&SummaryInformation(!DocumentSummaryInformation8)CompObj` F Microsoft Word 97-2004 DocumentNB6WWord.Document.8