Date Approved

3-20-2017

Embargo Period

3-21-2017

Document Type

Thesis

Degree Name

MA Reading Education

Department

Language, Literature, and Sociocultural Education

College

College of Education

First Advisor

Abraham, Stephanie

Second Advisor

Browne, Susan

Subject(s)

Teaching teams; Middle school teaching

Disciplines

Language and Literacy Education | Secondary Education

Abstract

The purpose of this research study was to investigate the perceptions of the co-teaching model in the middle school English Language Arts classroom. Data was kept over a three-week period and tracked through individual interviews with teachers in the English Language Arts department. Each interview included the same number of questions with the same prompts. These questions led teachers to discuss their experiences implementing co-teaching, working with a co-teacher and the time and effort that went into the process. As a result of the data collected, I was able to analyze the findings into specific themes including the roles and responsibilities in the co-teaching classroom, issues of co-planning, and the co-teaching relationship. These major themes were then further examined and related themes emerged such as control, lack of co-planning time, inappropriate pairing, different personalities, the uncertainty of future partnerships and the importance of trust and respect. It was concluded that lack of communication existed the most among co-teachers in the areas of responsibility, co-planning and in the co-teaching relationship.

Other Repository URL

http://dissertations.umi.com/rowan:10297

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