Date Approved

5-31-2002

Embargo Period

5-18-2016

Document Type

Thesis

Degree Name

M.A. in Elementary Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Molinari, Louis

Subject(s)

Elementary school teaching; Teaching teams

Disciplines

Elementary Education and Teaching

Abstract

The purpose of this study was to determine if collaborative teaching had a positive effect on the academic achievement, incidence of discipline referrals, and attitudes toward school of fourth, fifth, and sixth grade regular and special education elementary school students.

The report card grades and incidence of discipline referrals (demerits, detentions, and suspensions) from the first two marking periods of the 2000-2001 school year (prior to collaborative teaching) were averaged and compared to the report card grades and incidence of discipline referrals of the first two marking periods of the 2001-2002 school year of fourth, fifth, and sixth grade students currently enrolled in collaboratively taught classrooms. A t-test for non-independent samples was used to analyze the compiled data.

The Distribution of T table at the point 05 probability level was then utilized to determine whether or not the t-value was inside of the allotted range, indicating statistical significance had not been achieved, and that acceptance of the null hypothesis was indicated, or outside of the allotted range, indicating that statistical significance had in fact, been achieved and rejection of the null hypothesis was in order.

The fourteen major hypotheses stated that there would be no significant effect of collaborative teaching on the academic achievement and incidence of discipline referrals of fourth, fifth, and sixth grade regular and special education students enrolled in cooperatively taught classrooms. Statistical significance was achieved in four of the fourteen hypotheses generated.

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