Date of Award

5-2015

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Graduate Education

Abstract

This action research study investigated the effects of the use of co-teaching on the reading achievement of students from two elementary schools in northwest Iowa. The participants were 103 elementary school students in the second through fourth grade. The sample included 52 students instructed using a co-teaching method of instruction and 51 students who were not instructed using the co-teaching method. Using STAR Reading Assessment data, a comparison of the growth in reading achievement was made between students who were taught by one teacher and students who were taught by a teacher candidate (intern) and experienced cooperating teacher (mentor) using the co-teaching method of instruction. The finding of this research did not show a significant difference in the reading achievement of co-taught students and non co-taught students.

Comments

Action Research Report Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education

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