The Effectiveness of the Co-Teaching Model for First Grade English

Language LearnersLillian Crespo

Brooklyn CollegeCourse # 7201T

Fall Semester, 2012

Table of Contents1.

Introduction .......................................... 3,4a. Statement of the problem.................. 5,6b. Literature Review, leading research.. 7c. Statement of the hypothesis............... 8,9

2. Resources ............................................ 10

3. Video clip .............................................. 11

IntroductionThe growing number of students

enrolled in public school whose native language is not English has led to increasing attention of Bilingual Education.

According to the U.S. Department of Education Web site Ed Data Express, English language learners (ELLs) comprised 8.7 percent of the nation’s K–12 students in 2009.

Introduction continued...Leading theorists, specialists, as well as

researchers, in the field of education debate over which method works best for ELL's.

• Marilyn Friend PhD.- Professor of Specialized Education

• Lynne Cook PhD. - Prof. from the college of Education; California State

• Andrea Honigsfeld - associated Prof. Division of Education at Molly College

What the research shows

Schools have been searching for ways to provide ELLs with access to content, and thus have begun to use co-teaching between ESL teachers and general education teachers as a means for support.

• curriculum needs to be established

• data needs to be taken and used

• individualized plans needs to be created based on the data.

Relevance in the Field of EducationThe Con's:Pushing Back

Against Push-In: ESOL Teacher Resistance and the Complexities of Co-teaching.

(McClure, T. & Cahnman, M. 2010)

The Pro's:Research-Based

Methods of Reading Instruction for English Language Learners Grade K-4.

(Hoffman, P. & Dahlman, A. 2007)

Literature Review - Leading Researchersthere are many models in the realm of

co-teaching:

• one student group one teacher (Dove)

• one student group two teachers (Dove)

• multiple student groups two teachers (Dove)

• SIOP model (Vogt)

• Multi-lingual approach (Short)

• monolingual program (Honigsfeld)

• combination practice (Goldberg)

What is co-teaching?

Research HypothesisHR1: Implementation of a co-teaching strategy in ELA for an urban group of six English Language Learners four times a week for 37.5 minutes in the

early morning hours of instruction (8:00 - 8: 37 a.m.) will impact early language

acquisition skills and will increase learning of early literacy skills.

Research Design

My research is a quasi-experimental, non-equivalent control group

design. My participants are two groups of 10 students who

will be pretested, exposed to treatment (small group, implicit

instruction) and post-tested.

Threats to External ValidityHistory

Events outside of the study/experiment or between repeated measures of the dependent variable may affect participants' responses to experimental procedures.

Maturation

Overtime students may lose interest; their emotional state may be affected.

Testing-pretest sensitization

Testing will not be a problem for my research design because students are interested to see their growth this is essential to their progress.

Threats to External ValidityInstrumentation

The instrument used during the testing process can change the experiment.

Mortality

This error occurs if inferences are made on the basis of only those participants that have participated from the start to the end.

Statistical Regression

This type of error occurs when subjects are selected on the basis of extreme scores (one far away from the mean) during a test.

Threats to External ValidityDifferential Selection of subject

This is a valid threat, as students will not be randomly assigned. They are assigned using participant’s previous tests scores as well as my pretesting data will determine student’s developmental and cognitive levels before treatment; therefore purposeful grouping will (independent variable) will be affected.

Selection – Maturation Interaction

This is a threat to my research design because students in these groups are affected in different ways by maturation; therefore it will affect my dependent variable.

Threats to External ValidityEcological validity

I’m not too sure about this one. On one hand this can cause a threat to my dependent variable because the results can be generalized because the same treatment is given to both groups, as well as the tests.

Pre-test treatment

This is a valid threat because some students may be nervous test takers, maybe the setting doesn’t make them feel comfortable, the teachers approach is too abrasive, or the teacher doesn’t have enough data (both personal and educational) about the student to determine the best pre=-test treatment for that student.

Treats to External Validity

Treats to External Validity

Selection – treatment interaction

This does not affect my research because two pre-selected groups will participate; I do not have any volunteerism.

Specificity of Variables

This will not be a threat to my research because all students will receive an individualized lesson plan that will be tailored to their needs but are still within the confines of the same reading program.

Multiple Treatments

I don’t feel this is a threat to my external validity...

Threats to External ValidityTreatment Diffusion

This is not a threat to my external validity because both groups will receive the same treatment (co-teaching method).

Experimenter Effects (Active Elements)

This is not a threat to my research because some all students are of the same age.

Reactive Arrangements/Participants Effects

I don’t believe reactive arrangements will affect my research because students will be aware their progress is being monitored.

Threats to External Validity

Compensatory Rivalry Effect

This directly affects both independent and dependent variables in my case.

Placebo Effect

This does not affect my research because all students will be given treatment that will enable him/her to be a successful reader.

Novelty Effect

This will directly affect my research...

Statistical Format

Students Test #1 Test #2

A 15 31

B 22 31

C 25 31

D 14 31

E 17 31

F 22 31

G 19 31

H 24 31

I 10 31

J 15 31

Statistical Data

Mean 18.3

Median 18

Mode 15

Minimum 10

Maximum 25

Bar Graph

1A 2B 3C 4D 5E 6F 7G 8H 9I 10J0

5

10

15

20

25

30

35

Letter/Sound Recgontion

Test #1 31/ 31

Test #2 31/31

Students

Tes

t S

core

Correlational Graph

0 2 4 6 8 10 120

5

10

15

20

25

30

35

Series1

Linear (Series1)

Series3

Linear (Series3)

Axis Title

Axis Title

ResourcesAustin, V. L. (2001). Teachers’ beliefs about co-teaching. Remedial and Special Education,

22(4), 245-255

Arkoudis, Sophie1 s.arkoudis@unimelb.edu.au International Journal of Bilingual Education &

Bilingualism; 2006, Vol. 9 Issue 4, p415-433, 19p

Arkoudis, S. (2006).Negotiating the Rough Ground between ESL and Mainstream Teachers. The

International Journal of Bilingual Education and Bilingualism, Vol. 9, No. 4.

Alexandria, VA, Haynes, J. Collaborative Teaching: Are Two Teachers Better Than One? Reprinted from

Essential Teacher, Volume 4, Issue 3,September 2007,: Teachers of English to Speakers of Other

Languages (TESOL)

Bell, A.B., Baecher, L. (2012). Points on a Continuum. ESL Teachers Reporting

13

on Collaboration.

ResourcesCreese, A. (2010). Content-Focused Classrooms and Learning English: How Teachers

Collaborate. The college of Education and Human Ecology, The Ohio State University.

Cramer, E., Nevin, A., Thousand, J., & Liston, A. (2006, January). Co-teaching in urban school

districts to meet the needs of all teachers and learners: Implications for teacher education reform.

Paper presented at the American Association for Colleges of Teacher Education, San Diego, CA.

(ERIC Document Reproduction Service No. ED491651)

Dove, M., & Honigsfeld, A. (2010). ESL coteaching and collaboration: Opportunities to develop

teacher leadership and enhance student learning. TESOL Journal, 1(1), 3-22.

Friend, M., Cook, L., Hurley-Chamberlain, D., & Shamberger, C. (2010). Co-teaching: An

illustration of the complexity of collaboration in special education. Journal of Educational &

Psychological Consultation, 20(1), 9-27. doi:10.1080/10474410903535380

Goldberg, C. (2008). Teaching English Language Learners What the Research Does – and Does

Not –Say. American Education summer 2008.

ResourcesHoffman,P., Dahlman, A. (2007).MAKING DECISIONS ABOUT ESL

CURRICULUM. [wed blog post] minnetesol.org/blog1/wp-content/uploads/...

/6_hoffman.pdf

Honigsfeld, A. (2009). “Not One Size Fits All” ELL’s Program. Kappa Delta PI

Records Summer, 166-171.

Honigsfeld, A. & Dove, M. (2008). Co-teaching in the ESL classroom [Electronic

version]. The Delta Kappa Gamma Bulletin, 74(2), 8-14.

Honigsfeld, A. & Dove, M. (2010). Collaboration and co-teaching: Strategies for

English learners. Thousand Oaks, CA: Corwin Press

ResourcesHoffman,P., Dahlman, A. (2007).MAKING DECISIONS ABOUT ESL CURRICULUM. [wed

blog post] minnetesol.org/blog1/wp-content/uploads/.../6_hoffman.pdf

Kohler-Evans, P. (2006). Co-teaching: How to make this marriage work in front of the kids

[Electronic version]. Education, 127(2), 260-264.

Murawski, W. W. & Hughes, C. E. (2009). Response to intervention, collaboration, and

co-teaching: A logical combination for successful systematic change. PreventingSchool Failure,

53, 1-9.

Murawski, W. W. & Swanson, H. L. (2001). A meta-analysis of co-teaching research:

Where are the data? Remedial and Special Education, 22(5), 258-267.

Nelson, T. & Slavit, D Supported Teacher Collaborative Inquiry. Tamara Nelson & David

Slavit Teacher Education Quarterly, Winter 2008

Real World Experience https://www.youtube.com/watch?v=hadT55umZU0&feature=player_detailpage