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Author Biography

Ms. Allison Nicole Dale attended Abilene Christian University to receive her BSN in elementary education and her Master's in Teaching and Learning. While attending school here, she discovered her passion for education through writing and researching. Through her years at ACU she published two children's books and conducted an action research study over Co-Teaching in her clinical teaching placement. Ms. Dale took her education and expertise to go and become an elementary teacher and author.

Abstract

Co-teaching, where the clinical teacher and classroom teacher teach using different models, has become widely used in clinical teaching placements. This action research study, conducted in a second-grade classroom, had two purposes: to learn teachers’ and students’ perceptions towards co-teaching, and how different co-teaching models were used in different content areas. Through collecting surveys, interviewing students and the classroom teacher, and composing journal entries, qualitative data was analyzed to find common themes that emerged, while quantitative data from the surveys was calculated to find the mean and mode. The study found that co-teaching enriched the learning experience and provided more targeted instruction through parallel teaching in math and station teaching in reading and writing. Additionally, team teaching was favored by students and used in reading, math, and when modeling partner work. Overall, co-teaching influenced students’ learning positively; however, more research should be done to examine co-teaching in other school contexts.

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