Capstone/Dissertation Title
ESL and mainstream co-teaching: negotiating the planning, instructing, and assessing process
Term
2013
Capstone
Restricted Access Thesis
Degree Name
MAESL
Abstract
The research question addressed in this case study was, how does the ESL and mainstream co-teaching team negotiate the planning, instructing, and assessing process? It discusses the author's attempt to describe in detail how she, as the ESL teacher in the study, worked to co-plan, co-instruct, and co-assess a seven-week unit on The Adventures of Tom Sawyer in a seventh grade ESL co-taught English class. The author describes the research done on co-teaching including factors that determine ESL co-teaching success, how to navigate the co-teaching relationship, as well as the realities involved with co-planning, co-instructing, and co-assessing. The author documented the co-teaching process using detailed journaling, interviews with her mainstream co-teacher and school principal, and a student focus group to offer a clear look at how co-teachers negotiate the co-teaching process. She then synthesized her findings with the research to present her final conclusions regarding the ESL co-teaching process.
Recommended Citation
Van den Akker, Sarah, "ESL and mainstream co-teaching: negotiating the planning, instructing, and assessing process" (2013). School of Education and Leadership Student Capstone Theses and Dissertations. 516.
https://digitalcommons.hamline.edu/hse_all/516