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What Factors Influence Co-Teaching Quality? The Role of Ecological Contexts and Teacher Collaboration

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Τίτλος: What Factors Influence Co-Teaching Quality? The Role of Ecological Contexts and Teacher Collaboration
Γλώσσα: English
Συγγραφείς: Amanda K. Kibler, Martha Castellón Palacios, Jaclyn Bovee, Sarah Howard, Martha Sandstead, National Research and Development Center to Improve Education for Secondary English Learners at WestEd
Πηγή: National Research and Development Center to Improve Education for Secondary English Learners at WestEd. 2026.
Διαθεσιμότητα: National Research and Development Center to Improve Education for Secondary English Learners at WestEd. 730 Harrison Street, San Francisco, CA 94107. e-mail: elrdcenter@wested.org; Web site: https://www.elrdcenter.wested.org/
Peer Reviewed: N
Page Count: 3
Ημερομηνία έκδοσης: 2026
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305C200008
Τύπος εγγράφου: Reports - Research
Education Level: Secondary Education
Junior High Schools
Middle Schools
High Schools
Descriptors: Team Teaching, Teacher Collaboration, English Learners, Multilingualism, Content and Language Integrated Learning, Middle School Teachers, High School Teachers, Language Teachers, Interprofessional Relationship
Περίληψη: This research brief describes a qualitative study of secondary classrooms in which EL-classified multilingual learners receive content and language integrated instruction through co-teaching. Specifically, we used multiple case study design to analyze the contextual and collaboration-related characteristics of co-teaching pairs at the secondary level whose lessons had more and less evidence of instructional quality. Findings suggest that ESL teachers' years of experience co-teaching in general and with specific content partners; their time to collaboratively plan, teach, and reflect; and shared space and responsibility consistently relate to co-teaching quality.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2026
Αριθμός Καταχώρησης: ED681531
Βάση Δεδομένων: ERIC
FullText Text:
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  Data: What Factors Influence Co-Teaching Quality? The Role of Ecological Contexts and Teacher Collaboration
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  Data: <searchLink fieldCode="AR" term="%22Amanda+K%2E+Kibler%22">Amanda K. Kibler</searchLink><br /><searchLink fieldCode="AR" term="%22Martha+Castellón+Palacios%22">Martha Castellón Palacios</searchLink><br /><searchLink fieldCode="AR" term="%22Jaclyn+Bovee%22">Jaclyn Bovee</searchLink><br /><searchLink fieldCode="AR" term="%22Sarah+Howard%22">Sarah Howard</searchLink><br /><searchLink fieldCode="AR" term="%22Martha+Sandstead%22">Martha Sandstead</searchLink><br /><searchLink fieldCode="AR" term="%22National+Research+and+Development+Center+to+Improve+Education+for+Secondary+English+Learners+at+WestEd%22">National Research and Development Center to Improve Education for Secondary English Learners at WestEd</searchLink>
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  Data: National Research and Development Center to Improve Education for Secondary English Learners at WestEd. 730 Harrison Street, San Francisco, CA 94107. e-mail: elrdcenter@wested.org; Web site: https://www.elrdcenter.wested.org/
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  Data: This research brief describes a qualitative study of secondary classrooms in which EL-classified multilingual learners receive content and language integrated instruction through co-teaching. Specifically, we used multiple case study design to analyze the contextual and collaboration-related characteristics of co-teaching pairs at the secondary level whose lessons had more and less evidence of instructional quality. Findings suggest that ESL teachers' years of experience co-teaching in general and with specific content partners; their time to collaboratively plan, teach, and reflect; and shared space and responsibility consistently relate to co-teaching quality.
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      – SubjectFull: English Learners
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