The Co-teaching Model: Relational Dynamics and Lived Experiences of Teachers Within the English Language Classroom

The Co-teaching Model: Relational Dynamics and Lived Experiences of Teachers Within the English Language Classroom by Christina Yoder Simmons MA, Fordham University, 2009 BA, Messiah College, 2007 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Learning, Instruction, and Innovation Walden University May 2018 Abstract As the population of English language learners (ELLs) in the United States grows, educators, administrators, and policymakers must support effective methods of instruction. Co-teaching, an inclusive special education instructional approach, has recently grown in popularity as a method for providing English as a second language (ESL) support. The research on ESL co-teaching lacks in-depth data about theAs the population of English language learners (ELLs) in the United States grows, educators, administrators, and policymakers must support effective methods of instruction. Co-teaching, an inclusive special education instructional approach, has recently grown in popularity as a method for providing English as a second language (ESL) support. The research on ESL co-teaching lacks in-depth data about the experiences and relationships of co-teaching teams. The purpose of this heuristic phenomenological study was to explore the lived experiences and relational dynamics of co-teachers within an English language instructional setting. Friend and Cook’s model of collaboration and Siemen’s theory of connectivism provided a framework for this study. Through purposeful sampling, 3 ESL and 3 mainstream teachers were identified. Individual interviews and subsequent focus groups yielded information about the lived experiences and perceptions of both the ESL and mainstream teachers. Using Moustakas’ heuristic inquiry stages of analysis, the data were analyzed and coded. Four themes emerged: preparation, the value of time, the issues of control, and the dynamics of a coteaching relationship. The teachers perceived insufficient time as a major barrier to effective preparation and coordination of teaching teams. The participants also indicated additional elements as important to the success of a teaching team: personality, teacher modeling, flexibility, and communication. This study may lead to social change by informing educators, administrators, and policy-makers about (a) implementing the ESL co-teaching model and (b) the supports needed to help ESL and mainstream teachers function effectively in a co-taught classroom. The Co-teaching Model: Relational Dynamics and Lived Experiences of Teachers Within the English Language Classroom by Christina Yoder Simmons MA, Fordham University, 2009 BA, Messiah College, 2007 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Learning, Instruction, and Innovation Walden University May 2018 Dedication I dedicate this paper to my children, Everett and Evangelina, who have given me the title that I cherish most: Mommy. You won’t remember the countless hours I spent working on this degree, but I hope as you grow older that I can be an example to you of the importance of valuing yourself and your dreams. Acknowledgments I am so appreciative of the people who helped me get through these many years of pursuing this degree. If it were not for the many countless acts of love and support, I would not have made it to this point! To my husband, Clinton: This has truly been a journey for both of us. You supported and encouraged me from the start. You pushed me in those moments when I felt like giving up and you made countless mint chocolate chip ice cream runs to keep me going. I love you so much. To my parents: You were my first educators. You shaped who I am today and I am so appreciative of your guidance. In the years that I completed these classes and many hours of school work, you were my personal cheerleaders. I love you both! To my mother-in-law, Priscilla: I am so appreciative of the hours you spent discussing and guiding me through this process from your own experience. Your willingness to take the time to proofread and give me feedback in this last leg of my journey was a true testament to your love and support. Thank you! To Dr. Courduff: You pushed me and challenged me and I came out stronger for it. I cannot thank you enough for believing in me and empowering me to take ownership of my passion and my knowledge. You are an inspiration! To Dr. Hyder: Thank you for serving on my committee and for your guidance during the dissertation process. Your insight was essential to my success.