Primary Advisor/Dissertation Chair
Lisa A. Robb
Secondary Advisor/Reader One
Amy Marie Hewett-Olatunde
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.
Descriptive Statistics, Survey
ESL/ ELLs, Co-Teaching
Chapman, Donald Joseph, "Teacher Perspectives on Co-teaching in a Content Classroom with English Language Support" (2016). School of Education and Leadership Student Capstone Theses and Dissertations. 4102.