Term
2008
Capstone
Restricted Access Thesis
Degree Name
MAESL
Abstract
Schools have been searching for ways to provide ELLs with access to content, and thus have begun to use coteaching between ESL teachers and general education teachers. The purpose of this study was to determine the attitudes of teachers in the St. Paul Public Schools toward ESL/general education coteaching, and to determine which factors impact these attitudes. A stratified random sample of ESL teachers and general education teachers was selected 37 general education teachers and 58 ESL teachers completed the web-based survey. Regression analysis was performed to determine which factors correlate to coteaching attitudes, and qualitative data from open-response questions was examined. Results suggest a majority of teachers held attitudes positive toward coteaching. Teachers who have co-taught longer tend to hold more positive attitudes toward coteaching, as do teachers with more teaching credentials. There was no difference between ESL teachers and general educators in their attitudes toward coteaching.
Recommended Citation
Schmidt, Stephanie DeFrance, "The power of coteaching: predictors of attitudes on elementary ESL/general education coteaching" (2008). School of Education and Leadership Student Capstone Theses and Dissertations. 357.
https://digitalcommons.hamline.edu/hse_all/357