FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W2415599587> ?p ?o ?g. }

• W2415599587 abstract "Coteaching at an Elementary School Level in a Suburban Setting by Karen E. Ocque CAS, SUNY Oswego, 2005 MS, Nazareth College, 1995 BA, Ithaca College, 1993 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University June 2016 Abstract Since leaders of a Central New York school implemented integrated cotaught (ICT) classrooms, no local investigation of ICT has taken place, leaving district administrators without empirical evidence of the value and effectiveness of the ICT services. The purpose of this study was to investigate the association between ICT services and student academic achievement in English language arts (ELA) and mathematics, as measured by the New York State ELA and mathematics assessments for 4 and 5 graders. Vygotsky’s paradigm of cognitive development, which states that learners acquire knowledge through collaborative interactions with other students, guided this study because ICT classrooms emphasize social learning for students of all abilities. Research questions were used to determine the differences in ELA and mathematics performance between students with disabilities (SWD) in ICT and non-ICT classroom settings. An analysis of covariance compared math and ELA achievement of 4 and 5 grade classes from the 2008-2009 academic year (AY), 1 year prior to ICT implementation, to 4 and 5 grade classes from the 2009-2010 AY, 1 year after ICT implementation. With a census sample of 103 students, both 4 and 5 grade ICT classes scored significantly higher on the ELA than the non-ICT classes, p = .011 and p = .001, respectively. Also, both 4 and 5 grade ICT classes outperformed their non-ICT counterparts significantly in mathematics, p < .001 and p < .001, respectively. This study contributes to social change by informing administrators, teachers, and the educational community that the provision of special education services (ICT) in general education classrooms is associated with increased academic achievement for SWD.Since leaders of a Central New York school implemented integrated cotaught (ICT) classrooms, no local investigation of ICT has taken place, leaving district administrators without empirical evidence of the value and effectiveness of the ICT services. The purpose of this study was to investigate the association between ICT services and student academic achievement in English language arts (ELA) and mathematics, as measured by the New York State ELA and mathematics assessments for 4 and 5 graders. Vygotsky’s paradigm of cognitive development, which states that learners acquire knowledge through collaborative interactions with other students, guided this study because ICT classrooms emphasize social learning for students of all abilities. Research questions were used to determine the differences in ELA and mathematics performance between students with disabilities (SWD) in ICT and non-ICT classroom settings. An analysis of covariance compared math and ELA achievement of 4 and 5 grade classes from the 2008-2009 academic year (AY), 1 year prior to ICT implementation, to 4 and 5 grade classes from the 2009-2010 AY, 1 year after ICT implementation. With a census sample of 103 students, both 4 and 5 grade ICT classes scored significantly higher on the ELA than the non-ICT classes, p = .011 and p = .001, respectively. Also, both 4 and 5 grade ICT classes outperformed their non-ICT counterparts significantly in mathematics, p < .001 and p < .001, respectively. This study contributes to social change by informing administrators, teachers, and the educational community that the provision of special education services (ICT) in general education classrooms is associated with increased academic achievement for SWD. Coteaching at an Elementary School Level in a Suburban Setting by Karen E. Ocque CAS, SUNY Oswego, 2005 MS, Nazareth College, 1995 BA, Ithaca College, 1993 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education" @default.
• W2415599587 created "2016-06-24" @default.
• W2415599587 creator A5054324293 @default.
• W2415599587 date "2016-01-01" @default.
• W2415599587 modified "2023-09-27" @default.
• W2415599587 title "Coteaching at an Elementary School Level in a Suburban Setting" @default.
• W2415599587 cites W1483130566 @default.
• W2415599587 cites W1495316781 @default.
• W2415599587 cites W1539265701 @default.
• W2415599587 cites W1672025574 @default.
• W2415599587 cites W1721314295 @default.
• W2415599587 cites W172216010 @default.
• W2415599587 cites W17658140 @default.
• W2415599587 cites W1870392534 @default.
• W2415599587 cites W1878087881 @default.
• W2415599587 cites W1909151246 @default.
• W2415599587 cites W192115075 @default.
• W2415599587 cites W1948253208 @default.
• W2415599587 cites W1987413370 @default.
• W2415599587 cites W1989424104 @default.
• W2415599587 cites W2000745365 @default.
• W2415599587 cites W2001165759 @default.
• W2415599587 cites W2013089143 @default.
• W2415599587 cites W2035680755 @default.
• W2415599587 cites W2045796287 @default.
• W2415599587 cites W2046320786 @default.
• W2415599587 cites W2050533287 @default.
• W2415599587 cites W2052049901 @default.
• W2415599587 cites W2062224503 @default.
• W2415599587 cites W2067517761 @default.
• W2415599587 cites W2098412297 @default.
• W2415599587 cites W2098856430 @default.
• W2415599587 cites W2115455963 @default.
• W2415599587 cites W2134182901 @default.
• W2415599587 cites W2135802605 @default.
• W2415599587 cites W2135943618 @default.
• W2415599587 cites W2136033875 @default.
• W2415599587 cites W2137524155 @default.
• W2415599587 cites W2141857521 @default.
• W2415599587 cites W2146103617 @default.
• W2415599587 cites W2159077923 @default.
• W2415599587 cites W2169115506 @default.
• W2415599587 cites W2188176409 @default.
• W2415599587 cites W22523806 @default.
• W2415599587 cites W268916835 @default.
• W2415599587 cites W28853605 @default.
• W2415599587 hasPublicationYear "2016" @default.
• W2415599587 type Work @default.
• W2415599587 sameAs 2415599587 @default.
• W2415599587 citedByCount "0" @default.
• W2415599587 crossrefType "journal-article" @default.
• W2415599587 hasAuthorship W2415599587A5054324293 @default.
• W2415599587 hasConcept C136764020 @default.
• W2415599587 hasConcept C145420912 @default.
• W2415599587 hasConcept C15744967 @default.
• W2415599587 hasConcept C17744445 @default.
• W2415599587 hasConcept C19417346 @default.
• W2415599587 hasConcept C199539241 @default.
• W2415599587 hasConcept C41008148 @default.
• W2415599587 hasConcept C67363961 @default.
• W2415599587 hasConcept C70789860 @default.
• W2415599587 hasConceptScore W2415599587C136764020 @default.
• W2415599587 hasConceptScore W2415599587C145420912 @default.
• W2415599587 hasConceptScore W2415599587C15744967 @default.
• W2415599587 hasConceptScore W2415599587C17744445 @default.
• W2415599587 hasConceptScore W2415599587C19417346 @default.
• W2415599587 hasConceptScore W2415599587C199539241 @default.
• W2415599587 hasConceptScore W2415599587C41008148 @default.
• W2415599587 hasConceptScore W2415599587C67363961 @default.
• W2415599587 hasConceptScore W2415599587C70789860 @default.
• W2415599587 hasLocation W24155995871 @default.
• W2415599587 hasOpenAccess W2415599587 @default.
• W2415599587 hasPrimaryLocation W24155995871 @default.
• W2415599587 isParatext "false" @default.
• W2415599587 isRetracted "false" @default.
• W2415599587 magId "2415599587" @default.
• W2415599587 workType "article" @default.