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Full-Text Articles in Education
I Do, You Do, We Do: Co-Teachers’ Perspectives Of Self-Determination For Students With Dis/Abilities, Jenna Theofield
I Do, You Do, We Do: Co-Teachers’ Perspectives Of Self-Determination For Students With Dis/Abilities, Jenna Theofield
Theses & Dissertations
Self-determination plays a vital role in the educational journey of students with a dis/ability. However, opportunities to cultivate self-determining skills for elementary students with dis/abilities in an inclusive co-taught classroom are limited. This can be attributed to the intersectionality of ableism and ageism, two oppressive societal constructs that elementary coteachers may consciously or subconsciously hold. Since the inception of educating students with dis/abilities in their least restrictive environments, co-teaching classrooms have been deemed as the most appropriate setting for many students considering the continuum of special education services. The purpose of this study was to examine how elementary co-teaching teams …
Co-Creating A Culture Of Belonging Through The Relational Co-Teaching Framework: A Critical, Transformative Auto|Ethnography, Elizabeth L. Stein
Co-Creating A Culture Of Belonging Through The Relational Co-Teaching Framework: A Critical, Transformative Auto|Ethnography, Elizabeth L. Stein
Theses & Dissertations
This critical, transformative auto|ethnography highlights power relations and culture as it documents my four-month collaborative journey with co-teachers and their students in their fifthgrade suburban school in Northeastern New York. This study describes how Ms. K., a general educator, and Ms. D, a special educator, negotiated power and reimagined a culture of belonging through the shift to remote learning during the COVID-19 pandemic. The co-teachers’ interactions were analyzed on macro, meso, and micro levels with data sources, including transcripts from cogenerative dialogues and semi-structured interviews, written reflections through student journaling, researcher’s journal, and other artifacts. A theoretical bricolage guided my …
Positioning Co-Teachers In An Integrated English As A New Language Class: Making Sense Of Teaching Roles, Kelley E. Cordeiro
Positioning Co-Teachers In An Integrated English As A New Language Class: Making Sense Of Teaching Roles, Kelley E. Cordeiro
Theses & Dissertations
This study examined how co-teachers of English to Speakers of Other Languages (ESOL) and General Education (GE) perceived their roles, agency, and professional positioning within co-taught elementary integrated English as a New Language (ENL) classes. Theories of positioning and educational change guided this study, exploring teachers’ perceptions of parity and observations of their discourse and interactions within the context of school and district cultures and policies. ESOL and GE co-teachers who implemented the collaborative cycle of instruction with fidelity experienced parity in their partnerships. These teachers utilized their distinct areas of expertise and had a common understanding of each teacher’s …
Integrated English As A New Language: Challenges And Solutions, Maria Dove Ed.D., Andrea Honigsfeld Ed.D.
Integrated English As A New Language: Challenges And Solutions, Maria Dove Ed.D., Andrea Honigsfeld Ed.D.
Faculty Works: EDU (1995-2023)
There is much concern among ESOL, grade level, and content area teachers since the changes to the New York State Commissioner’s Regulations Part 154, which govern programs for PK–12 English language learners (ELLs), have taken effect. The revised regulations have established integrated services in English as a new language (ENL), in which much of the instruction for ELLs takes place in general education classes. Educators throughout the state are filled with apprehension about this shift in practice. There are many misgivings among teachers about several issues: configuring classes for co-teaching, the changing roles and responsibilities of ESOL teachers, having to …
Grassroots Approach To Co-Teaching For English Language Learners, Maria Dove Ed.D.
Grassroots Approach To Co-Teaching For English Language Learners, Maria Dove Ed.D.
Faculty Works: EDU (1995-2023)
Eileen Haydock was certainly tenacious. She had strong opinions about nearly anything you can imagine and had no problem expressing herself. Yet, one could not help but be drawn to her strong passion for teaching and unswerving devotion to her young students. As a trained reading specialist and experienced classroom teacher, Eileen knew much about developing her first graders’ early literacy skills. She also had wonderful instincts when it came to teaching English language learners (ELLs). If you were to step inside Eileen’s class, you would observe a room filled with carefully categorized, hand-made posters, which helped her young students …