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Co-Teaching Science Courses for English Language Learners

Cooper, Adam
http://rave.ohiolink.edu/etdc/view?acc_num=ucin149122539833232

Abstract Details

2017, EdD, University of Cincinnati, Education, Criminal Justice, and Human Services: Literacy and Second Language Studies.
ABSTRACT A history of co-teaching research in English as a Second Language and Special Education has identified prerequisite conditions necessary for successful co-teaching, such as administrative supports and parity, however the field has failed to move much beyond this initial level of support. With the current demand to use evidence-based practices, practitioners utilizing a co-teaching methodology need evidence supported by student outcome data and measurable accountability. To begin this study, prerequisite conditions were used to identify three co-teaching dyads in one urban fringe middle school, each consisting of one science teacher and one ESL educator at the sixth, seventh, and eighth grade level. Each dyad possessed a unique set of prerequisite conditions. They participated in a six-month Participatory Action Research (PAR) project focused on improving implementation of co-teaching models, as well as developing outcomes for instructional practice. Success was measured by tracking efforts to reach self-identified goals. Participants’ contributions were recorded with digital audio and written notes by the researcher, who served as a professional development facilitator. Coding of classroom observations and co-planning meetings revealed the potential for intensive professional development with embedded support, indicators of necessary prerequisite conditions, as well as attainable goals for teachers’ instructional design and student performance. co-teaching, content-based language learning, Participatory Action Research, sheltered instruction, Systemic Functional Linguistics (SFL), ESL program design
Stephen Kroeger, Ed.D. (Committee Chair)
Anne Bauer, Ed.D. (Committee Member)
Gulbaha Beckett, Ed.D. (Committee Member)
Chester Laine|, Ed.D. (Committee Member)
160 p.
English As A Second Language
co-teaching; content based language learning; Participatory Action Research; sheltered instruction; Systemic Functional Linguistics; program design

Recommended Citations

Citations

  • Cooper, A. (2017). Co-Teaching Science Courses for English Language Learners [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin149122539833232

    APA Style (7th edition)

  • Cooper, Adam. Co-Teaching Science Courses for English Language Learners. 2017. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin149122539833232.

    MLA Style (8th edition)

  • Cooper, Adam. "Co-Teaching Science Courses for English Language Learners." Doctoral dissertation, University of Cincinnati, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin149122539833232

    Chicago Manual of Style (17th edition)

ucin149122539833232
529
© 2017, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.