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ERIC Number: EJ1133487
Record Type: Journal
Publication Date: 2015
Pages: 22
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: EISSN-2159-1474
Literacy Co-Teaching with Multi-Level Texts in an Inclusive Middle Grade Humanities Class: A Teacher-Researcher Collaboration
Chandler-Olcott, Kelly; Hinchman, Kathleen
Journal of Inquiry and Action in Education, v6 n3 p42-63 2015
This article reports on a middle school literacy intervention implemented during a yearlong teacher-researcher collaboration. The purpose of this collaboration was to combine and adjust commonly recommended pedagogical approaches to address the literacy needs of a heterogeneous group of seventh graders attending an urban school. University researchers designed and implemented the intervention with an interdisciplinary team of three teachers. The intervention drew on sociocultural theories of language and learning. It had three main features: integration of English and social studies, multi-level texts, and co-teaching of heterogeneous groups. Qualitative data included field notes from classroom observations and planning meetings, transcripts from teacher interviews, and classroom artifacts. Data were analyzed as they were collected and used in planning sessions. Additional analysis after the intervention ended focused on exploration of critical events reflecting convergence and divergence of teachers' and researchers' perspectives on the intervention features. Findings were organized around three representative critical events, one per intervention feature. Implications of results for future middle grade co-teaching literacy interventions were explored.
Buffalo State College School of Education. 1300 Elmwood Avenue Bacon Hall 306, Buffalo, NY 14214. Tel: 716-878-4214; Fax: 716-878-5301; e-mail: schoolofeducation@buffalostate.edu; Web site: http://digitalcommons.buffalostate.edu/jiae
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 7; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A