Term
Summer 2017
Capstone
Thesis
Degree Name
MAESL
Primary Advisor/Dissertation Chair
Elizabeth Will
Secondary Advisor/Reader One
Bridget Erickson
Peer-Reviewer/Reader Two
Claire Roberts
Abstract
The purpose of this research was to investigate the effectiveness of co-teaching for EL students during kindergarten writing block. The control and treatment group model was used with a control group of students taught by a single general education teacher and a treatment group of students taught by a co-teaching team of a mainstream teacher and an EL teacher. Pre-test and post-test writing data was gathered from the two groups of EL participants. Writing data was analyzed and compared between the two groups. A separate assessment on the language objectives taught was also given to participants. Results show that co-teaching was an effective model of instruction for ELs as students grew in all target content objectives, but it did not prove more effective than the singletaught classroom with ELs pulled out for language instruction. The treatment group outscored the control group on the language objective assessment.
Research Methodology
Action Research, Descriptive Statistics, Comparison Group Design, Pre-test/Post-test Design
Keywords
Writer’s Workshop, ELL Co-teaching
Recommended Citation
Ranweiler, Kristine A., "Is Co-Teaching An Effective Model In Kindergarten Writing Block?" (2017). School of Education and Leadership Student Capstone Theses and Dissertations. 4297.
https://digitalcommons.hamline.edu/hse_all/4297