Document Type
Article
Journal/Book Title/Conference
Rural Special Education Quarterly
Author ORCID Identifier
Kaitlin Bundock https://orcid.org/0000-0002-2698-6432
Kristen Rolf https://orcid.org/0000-0002-1729-7897
Chamy Halliday https://orcid.org/0000-0001-9804-1406
Volume
42
Issue
2
Publisher
Sage Publications, Inc.
Publication Date
5-2-2023
First Page
78
Last Page
93
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Abstract
Co-teaching may be a promising strategy to improve inclusive secondary mathematics education in rural schools. Professional development (PD) aids in special and general education teachers' co-teaching implementation, yet little empirical research examines how to effectively train and support co-teachers. In this study we describe one U.S. state's PD model for secondary mathematics co-teaching, evaluate outcomes of the PD on co-teachers' behaviors and beliefs, and examine the impact of co-teaching on students' mathematics achievement. We examined data from observations, surveys, and students' pre/post assessments across nine classes within seven U.S. school districts, including three rural school districts, over 3 years. We report data from a total of 19 teachers and 281 students in sixth through ninth grades. The PD participants implemented effective co-teaching strategies and reported positive viewpoints toward co-teaching. Additionally, students with and without disabilities improved their mathematics scores. We present key findings for rural schools to guide future implementation and research.
Recommended Citation
Bundock, K., Rolf, K. R., Hornberger, A. & Halliday, C. (2023). Improving access to general education via co-teaching in secondary mathematics classrooms: An evaluation of Utah's professional development initiative. Rural Special Education Quarterly, 42(2). doi:10.1177/87568705231167340
