This edited volume examines co-teaching and integrated service delivery for English learners (ELs). Through research and documentary accounts, it explores the collaborative instructional cycleco-planning, co-instruction, co-assessment, and reflection practicesof co-taught programs for ELs. This volume presents current, classroom-based, practitioner-oriented research related to all aspects of co-taught programs for ELs and offers authentic evidence and practical recommendations that yield positive outcomes for this student population.
Preface.
Acknowledgments.
Part I. Teacher Professional Learning: Capacity Building.
Chapter
1. Redefining Borders Through Co-Teaching: ESL/ELD Teachers as Change
Agents in K-5 Classrooms; Jennifer C. Norton.
Chapter
2. They See Us Together: Collaborative Activity in a Math Middle
School Classroom; Amanda Giles and Bedrettin Yazan.
Chapter
3. They See Me as a Real Teacher Now: ESL Teacher Identity in
Collaborative Contexts; Greg McClure.
Chapter
4. Embedded Professional Development for the Collaborative Work of
Content Area Teachers and Teachers of English to Speakers of Other Languages;
Adam Cooper and Stephen Kroeger.
Chapter
5. Mistakes Made, Lessons Learned; Leia Bruton.
Chapter
6. Is There Magic in Co-Teaching? Maria G. Dove and Andrea
Honigsfeld.
Part II. System-wide Initiatives: Scaling It Up.
Chapter
7. Two Brains Are Better Than One! State-Level Professional
Development and Teachers' Descriptions of the Benefits of Co-Teaching; Joan
R. Lachance.
Chapter
8. The St. Louis Co-Teaching for ELs Regional Initiative; Debra
Cole.
Chapter
10. Co-Teaching Programming for English Learners: From Exploration to
Sustainability; Holly J. Porter.
Chapter
11. The Impact of a Sustained Professional Learning Community Around
Co-Teaching for ELLs; Lucia Perez-Medina.
Part III. Collaborative Planning And Co-teaching Practices.
Chapter
12. Collaborative Meaning Making of Student Data to Guide Instruction
for English Learners; Amy Frederick and Anne C. Ittner.
Chapter
13. Divergent Paths of Understanding: Teacher and Leader Perceptions
of Co-Teaching for English Learners; Felice Atesoglu Russell.
Chapter
14. Shared Spaces: Systems At Work in English as a New Language
Co-Teaching Classrooms; Beth Clark-Gareca and David Mumper.
Chapter
15. The Meaning of "Co" in Co-Teaching: Resolving Co-Teaching
Challenges; Karrie S. Woodruff.
Part IV. Coteaching To Enhance Instructional Practice.
Chapter
16. Positive Outcomes for ELs in an Integrated Social Studies Class;
Carrie McDermott and Andrea Honigsfeld.
Chapter
17. A Culture of Collaboration: How Do We Create The Greatest
Thinkers for the World; Marie Edgerton and Jane Charlotte Weiss.
Chapter
18. Co-Teaching in Kindergarten: Connecting the Dots Between Content,
Language Instruction, Oracy, and Writing; Kathryn Toppel.
Chapter
19. Co-Teaching to Support Project-Based Learning: A Model United
Nations Approach With Dual Language Learners; Samantha Chung, Laura Baecher,
and William Hargrove.
Chapter
20. Co-Teaching Twice Exceptional Students: Perspectives From
ESOL/Special Education Teacher Education; Ebony Terrell Shockley and Kia
Myrick McDaniel.
Chapter
21. Improving ELLs' Scientific Writing Through Co-Teaching:
Collaboration Between ESL and Science Teachers in a Secondary School in
Canada; Brandy Gibb, Guofang Li, and Teresa Schwartz.
Chapter
22. Collaborative Conversations; Jennifer S. Daddino, Kimberly
Grogan, and Marina A. Moran.
About the Editors.
About the Contributors.
