MA Reading Education
Language, Literacy, and Sociocultural Education
College of Education
co-teaching, English language arts, middle school
Teaching teams; Middle school teaching
Language and Literacy Education | Secondary Education
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.
Downey, Joseph M., "Perceptions of co-teaching in the middle school English language arts classroom" (2017). Theses and Dissertations. 2376.