Madison Cavanagh Chapter 1 and 2 and 3

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1 CO-TEACHING EFFICACIES Capstone Project Madison Cavanagh Master of Education in Special Education Dr. Michael Glatfelter February, 2024

2 CO-TEACHING EFFICACIES Abstract This study investigates the efficacy of co-teaching models in elementary school classrooms, specifically examining their impact on students' reading proficiency and reading comprehension. The research aims to provide evidence regarding the effectiveness of collaborative teaching approaches in enhancing literacy skills in a diverse classroom setting. The study seeks to identify correlations between different co-teaching practices and improvements in student reading outcomes, shedding light on the potential benefits of this pedagogical strategy in fostering comprehensive literacy development. Findings from this research contribute to the ongoing discourse on inclusive education and inform educators, administrators, and policymakers about the role of co-teaching in promoting successful reading experiences for elementary school students. Keywords: Co-Teaching, Inclusive Classrooms, Team teaching, Learning Disability,

3 CO-TEACHING EFFICACIES Chapter 1 Introduction In the ever-evolving landscape of education, the concept of co-teaching has emerged as a dynamic and innovative pedagogical approach, offering a collaborative framework where two or more educators share instructional responsibilities in a shared learning environment. This thesis proposal seeks to delve into the efficacies of co-teaching, exploring its impact on student achievement, teacher professional development, and the overall learning experience. As we navigate the complexities of diverse classrooms and strive to meet the needs of all learners, understanding the potential benefits and challenges of co-teaching becomes imperative. Through a comprehensive examination of existing literature, empirical research, and practical insights, this study aims to contribute valuable insights to the ongoing discourse surrounding the effectiveness of co-teaching models in fostering inclusive and equitable educational environments. Background of the Study Co-teaching holds significant importance in TK-12 classrooms due to its potential to address the diverse and unique needs of students in an inclusive and collaborative manner. In today's educational landscape, classrooms are increasingly diverse, encompassing students with a wide range of abilities, learning styles, and cultural backgrounds. Co-teaching offers a promising solution by bringing together educators with varied expertise, allowing them to combine their strengths and adapt instructional strategies to better cater to individual student needs. “Team- taught classes have more resource and opportunities for students to engage in small group instruction, and for individual assistance,” (Pizana, 2022, p. 1823). This approach fosters a more

4 CO-TEACHING EFFICACIES inclusive learning environment where all students, including those with disabilities or special needs, can thrive academically and socially. “Inclusive education settings where students with special needs are educated along with their non-disable peers have the highest constructive impact on their academic as well as social skills,” (Gokbulut et al., 2020). By promoting teamwork among teachers and creating a supportive atmosphere, co-teaching not only enhances the quality of education but also contributes to professional development, ultimately preparing students for success in an increasingly interconnected and diverse world. Statement of the Problem While co-teaching offers numerous benefits, it is not without its challenges, and educators may encounter several issues when implementing this collaborative approach. One significant problem is the potential for unequal participation and shared responsibilities among co-teachers. Variations in teaching styles, planning time, and decision-making can lead to imbalances, causing frustration and dissatisfaction among educators. Additionally, the lack of effective communication and coordination between co-teachers may hinder the seamless integration of instructional strategies, potentially impacting the overall learning experience for students. Furthermore, issues related to classroom space, resources, and time constraints can pose significant hurdles. Co-teachers may struggle to find time for joint planning and reflection, leading to difficulties in aligning curriculum, assessments, and instructional goals. Moreover, adapting to varying teaching philosophies and approaches may require a considerable investment of time and effort from both educators. Purpose of the Study

5 CO-TEACHING EFFICACIES The purpose of this study is to conduct research on the effectiveness of co-teaching as an intervention for increasing students’ academic success as it relates to reading for elementary age students in inclusive classrooms. Audience The intended audience for this study comprises elementary school teachers, education specialists, and administrators with an interest in or those embarking on the initial stages of their co-teaching endeavors. Significance of the Study This research is important because it contributes valuable insights into the dynamics and impact of co-teaching in educational settings as it relates to students reading and reading comprehension. By examining the efficacy of co-teaching models, the study aims to enhance our understanding of the potential benefits and challenges associated with collaborative teaching approaches. Co-teaching alone cannot increase student success rates, “to ensure that SWDs (students with disabilities) succeed in the general education setting at the secondary level, all teachers must be skilled at integrating evidence-based content-area literacy instruction that supports reading comprehension,” (Wexler, 2018). The findings of this research can inform educators, school administrators, and policymakers about effective strategies for implementing co-teaching, thereby fostering inclusive and equitable learning environments. Specifically, teachers and stakeholders alike must work together to prioritize collaboration amongst co- teachers; “co-teachers must figure out how to blend their expertise so that parity, such as equal roles and responsibilities, exists” (King-Sears et al., 2014, p. 653). Furthermore, the research addresses a critical gap in the existing literature, offering evidence-based recommendations to support the professional development of teachers engaged in co-teaching practices. Ultimately,

6 CO-TEACHING EFFICACIES the significance of this research lies in its potential to advance educational practices and contribute to the ongoing discourse surrounding inclusive and collaborative teaching methodologies. Research Question "How does the implementation of co-teaching models in inclusive 6 th grade elementary school classrooms impact students' reading scores, and what factors contribute to variations in academic outcomes within this collaborative teaching approach?" Assumptions 1. It is assumed there exists a diverse student population within inclusive classrooms, with varying abilities, learning styles, and needs. 2. It is assumed that necessary resources, such as instructional materials and classroom space, are accessible to support the implementation of co-teaching. 3. It is assumed there is an ample number of teachers, facilitating the allocation of time for two credentialed educators to collaborate within a single classroom. 4. It is assumed co-teachers are willing and prepared to engage in collaborative teaching practices. This involves a shared commitment to teamwork, effective communication, and mutual respect for each other's expertise. 5. It is assumed that co-teachers work towards aligning their instructional approaches, curriculum, and assessment methods to ensure a cohesive and integrated learning experience for students. 6. It is assumed there are professional development trainings and opportunities to support both teachers. Limitations

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