Spring 5-2-2016



Degree Name


Primary Advisor/Dissertation Chair

Lisa A. Robb

Secondary Advisor/Reader One

Amy Marie Hewett-Olatunde

Peer-Reviewer/Reader Two

Joe Sandkamp


This study explores co-teachers’ valuations on four aspects of best-practice, which were administrative support, planning time and preparation, training for co-teachers, and the co-teacher relationship. It uses correlative analysis to compare these valuations and coteachers’ perceived feelings of effectiveness as individuals and as partnerships. Data was gathered through a survey of both ESL and mainstream teachers via a university listserv. The results showed administrative support was perceived as the least important of four aspects of co-teaching best-practice, but correlative analysis showed a strong link between perceived effectiveness of administrator support for co-teaching and teachers’ feelings of effectiveness as both individual co-teachers and in co-teaching partnerships.

Research Methodology

Descriptive Statistics, Survey

Included in

Education Commons