The Effectiveness of Co-Teaching in Middle School ELA Inclusion Classrooms
DOI:
https://doi.org/10.59719/txep.v7i2.22Keywords:
inclusion, co-teaching, professional developmentAbstract
The purpose of this study was to investigate the ways in which co-teaching strategies were used in 4th to 8th grade English Language Arts inclusion classrooms. Through the use of a qualitative approach, data collection included interviews, a focus group, and surveys. The following themes were revealed: advantages of co-teaching, weaknesses of co-teaching, and planning. In addition, a theme of inconsistency was discovered. Results indicated that all of the participants used the one teach, one assist approach regularly. Teachers identified problems with implementing co-teaching such as lack of time to plan, classroom support, and professional development.
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