Date of Award

5-2023

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Graduate Education

First Advisor

Patricia C. Kornelis

Abstract

This action research study investigated the effects of a co-teaching model on English learners’ academic performance and confidence levels in the general education classroom in a public middle school in Northwest Iowa. The research participants were five seventh-grade English learners with varying English proficiency levels. Students completed a survey before and after a co-teaching model was implemented to determine their confidence level in a general education social studies classroom. Using data from content and cognitive skill rubrics, a comparison of growth was made between a semester without a co-teaching model and a second semester with a co-teaching model. Findings of the study did not show a significant difference in English learners’ confidence or academic performance after a co-teaching model was implemented.

Comments

Action Research Report Submitted in Partial Fulfillment of the Requirements for The Degree of Master of Education

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