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[ subject:"English as a second language." ]
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Co-Teaching Science for English Lang...
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Cooper, Adam.
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Co-Teaching Science for English Language Learners.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Co-Teaching Science for English Language Learners./
作者:
Cooper, Adam.
出版者:
Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:
160 p.
附註:
Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
Contained By:
Dissertation Abstracts International78-11A(E).
標題:
English as a second language. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10626786
ISBN:
9781369980158
Co-Teaching Science for English Language Learners.
Cooper, Adam.
Co-Teaching Science for English Language Learners.
- Ann Arbor : ProQuest Dissertations & Theses, 2017 - 160 p.
Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
Thesis (Ed.D.)--University of Cincinnati, 2017.
A history of co-teaching research in English as a Second Language and Special Education has identified prerequisite conditions necessary for successful co-teaching, such as administrative supports and parity, however the field has failed to move much beyond this initial level of support. With the current demand to use evidence-based practices, practitioners utilizing a co-teaching methodology need evidence supported by student outcome data and measurable accountability. To begin this study, prerequisite conditions were used to identify three co-teaching dyads in one urban fringe middle school, each consisting of one science teacher and one ESL educator at the sixth, seventh, and eighth grade level. Each dyad possessed a unique set of prerequisite conditions. They participated in a six-month Participatory Action Research (PAR) project focused on improving implementation of co-teaching models, as well as developing outcomes for instructional practice. Success was measured by tracking efforts to reach self-identified goals. Participants' contributions were recorded with digital audio and written notes by the researcher, who served as a professional development facilitator. Coding of classroom observations and co-planning meetings revealed the potential for intensive professional development with embedded support, indicators of necessary prerequisite conditions, as well as attainable goals for teachers' instructional design and student performance.
ISBN: 9781369980158Subjects--Topical Terms:
516208
English as a second language.
Co-Teaching Science for English Language Learners.
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