Fall 12-13-2016



Degree Name


Primary Advisor/Dissertation Chair

Jennifer Carlson

Secondary Advisor/Reader One

Janet Johnson

Peer-Reviewer/Reader Two

Erin Johnson


The purpose of this study was to investigate the best practices for co-teaching literacy in the secondary language arts classroom. Participants of the study included 34 tenth grade students in a co-taught English class who completed anonymous questionnaires, and two language arts teachers, one special education teacher and one assistant principal were interviewed. Qualitative data was gathered regarding academic grades and state testing scores in the area of reading. The student survey feedback indicated positive perceptions related to the co-taught environment, primarily increased writing skills. Teacher interviews highlighted the most effective co-teaching models and stressed the importance of strong administrative support, voluntary partnerships, and common prep times. Research showed that students, co-teachers, and administrators positively viewed coteaching literacy in the language arts classroom.

Research Methodology

Action Research, Interview, Survey (attitude scale, opinion, questionnaire)


Literacy, Reading, Special Education

Included in

Education Commons