Capstone/Dissertation Title

ELL and classroom teacher perspectives on co-teaching reader's workshop

Term

2012

Capstone

Thesis

Degree Name

MAT

Abstract

What are ELL and classroom teacher perspectives on co-teaching reader's workshop in grades four through six? This capstone presents research on reader's workshop, teacher collaboration, and co-teaching. It gathers information that could inform future professional development. The capstone discloses results of a qualitative study that documents nine ELL and classroom teachers' evaluations of their experiences co-planning and co-delivering reader's workshop instruction. Five findings were important for the participants: preference for certain co-teaching models as defined by Friend and Cook (2003) the importance of having adequate time to plan having objectives for planning time perceived benefits and drawbacks to teaching reader's workshop and perspectives on whether and how co-teachers can quantify the success of their co-teaching partnerships.

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