Collaboration and Co-Teaching between Elementary Classroom Teachers and English Language Development Specialists: The Impact on English Learners
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| Title: | Collaboration and Co-Teaching between Elementary Classroom Teachers and English Language Development Specialists: The Impact on English Learners |
|---|---|
| Language: | English |
| Authors: | Marcy L. Colwell |
| Source: | ProQuest LLC. 2024Ed.D. Dissertation, University of Sioux Falls. |
| Availability: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 113 |
| Publication Date: | 2024 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Elementary Education |
| Descriptors: | Teacher Collaboration, Elementary School Teachers, Language Teachers, English (Second Language), Specialists, Team Teaching, Instructional Effectiveness, English Language Learners, Academic Achievement, Barriers, Teacher Attitudes, Correlation |
| Assessment and Survey Identifiers: | Measures of Academic Progress |
| ISBN: | 979-83-8321-182-3 |
| Abstract: | Many elementary schools are shifting from traditional pull-out service models to push-in approaches, where multilingual learners collaborate with their English-only peers. However, research emphasizes the need for further investigation into implementing collaboration between elementary teachers and English Language Development (ELD) Specialists. This study examines how co-teaching and collaboration between these professionals influence the academic performance of English Learners (ELs) using The Collaborative Instructional Cycle (Honigsfeld & Dove, 2022). Specifically, it addresses perceptions of co-teaching, the impact of collaborative practices on effectiveness, the effect of weekly collaboration sessions on ELs' academic performance, and obstacles hindering collaborative co-teaching. A convergent, mixed methods study was conducted, involving collaboration sessions, pre- and post-surveys for teachers, and NWEA Reading MAP assessment scores. Four themes emerged from collaboration sessions: exploration of co-teaching models, positive reception towards co-teaching, delineation of skills and standards, and consideration of theme-based curriculum. Among the sixteen EL scores analyzed, 14 showed improvements in their NWEA Reading MAP Growth scores from September 2023 to December 2023, with 41% meeting their Fall to Winter Projected Growth goal. A statistically significant difference (p = 1.75) was observed, indicating a positive correlation between collaboration within co-teaching and ELs' academic performance. These findings underscore the effectiveness of collaboration and co-teaching in enhancing ELs' academic performance and fostering a professional environment in elementary classrooms. However, ongoing support and resources are crucial to facilitate effective collaboration and co-teaching among educators throughout the school day. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Access URL: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:31481861 |
| Accession Number: | ED659054 |
| Database: | ERIC |
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