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
Sage Publications, Inc.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
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.
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