Date of Award
8-2025
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education Systems Improvement Science
Committee Chair/Advisor
Dr. Edwin Bonney
Committee Member
Dr. Brandi Hinnant-Crawford
Committee Member
Dr. Phillip Grant Jr.
Committee Member
Dr. Allen Fain
Abstract
ABSTRACT
Students with disabilities (SWD) at Large High School in Rural School District have consistently underperformed in Algebra 1 as compared to their non-disabled peers and SWD across South Carolina. This performance gap contributes to the school’s designation as an Additional Targeted Support and Improvement (ATSI) site, putting it at risk for state intervention. This dissertation investigates whether implementing a co-teaching model in Algebra 1 can positively impact SWD students’ self-efficacy in mathematics, with a secondary focus on potential gains in academic performance in Algebra 1 on the state End of Course (EOC).
Grounded in improvement science methodology, the study uses a Plan-Do-Study-Act (PDSA) cycle to test the intervention’s effectiveness.Two co-taught Algebra 1 sections were created for the Spring 2025 semester. Each class included both a general education math teacher and a special education teacher who collaboratively planned and delivered instruction. Students enrolled in these classes completed 5 self-efficacy surveys every 4 weeks, while academic progress was measured using formative assessments and the EOC.
The study analyzed trends in student self-efficacy over time by analyzing student responses on the surveys given in the class. Benchmark assessments were given during the course and the results were compared to non-disabled peers at the site. Results were also evaluated against historical performance data. Findings suggest that co-teaching had a positive impact on student performance and perceptions in mathematics. Notably, students in co-taught settings reported increased feelings of self-efficacy, and the proportion of SWD achieving proficiency on the Algebra 1 EOC rose compared to previous years.
This research contributes to the field by providing evidence that co-teaching may be an effective, scalable intervention to improve both self-efficacy and performance in mathematics for SWD. The study highlights the importance of collaborative instruction, ongoing and intentional professional development, scheduled planning, and access to real-time student data as key drivers of successful co-teaching. These results offer a promising path forward not only for Large High School, but for similar rural and underperforming schools facing accountability systems. Future implementation and longitudinal study could further expound on the long-term effects of co-teaching on academic outcomes for students with disabilities.
Recommended Citation
Sharkey, Shannon E., "Studying the Impact of Co-teaching on Students With Disabilities Self-Efficacy in an Algebra 1 Course." (2025). All Dissertations. 4003.
https://open.clemson.edu/all_dissertations/4003
Included in
Educational Leadership Commons, Science and Mathematics Education Commons, Secondary Education Commons