Presented by: Jennifer Timpone-Goldstein ED Fall 2008 Collaborative Team Teaching: Does it Effect the Way a Child Learns?

Table of contents Abstract Introduction Statement of the Problem Review of Related Literature Statement of the Hypothesis

Statement of the Problem Collaborative Team Teaching (CTT), or co-teaching is when a general education teacher and a special education teacher work together in a class of diverse students. (Gately, 2005). It is a way to mainstream special needs students into a general education classroom. In this classroom setting, there should be no more then 1/3 special ed (students with IEP’s), and the remaining students should be a mix of high, medium, and low levels. The purpose of this study is to investigate the benefits of collaborative team teaching (CTT) and the effect it has on student achievement. Are “two heads really better then one? Do students really benefit academically with two teachers in the classroom? Or is it merely confusion?

Review of Literature With Collaborative Team Teaching (CTT) becoming very popular in many schools, some research has focused on the advantages and disadvantages of having two teachers in the classroom as opposed to one. Many schools are doing away with self contained special education classrooms, and opening up more inclusion classrooms with collaborative team teaching. The number of self contained special education classes decreased due to co-teaching. One advantage is that students gain the attention of a second teacher. This can be beneficial because addition help is available. Having a special education teacher in the classroom can help identify a student’s learning problems and avoid unnecessary referrals to special education. (Lawton, 2008).

Literature Review Continued As a result of the No Child Left Behind Act, and the Individuals with Disabilities Education Act, it has become very important for schools to use their resources using more effective and creative means: co-teaching. Students with disabilities showed an increase in math and reading, compared to students being pulled out. It also has negative effects. If the pair do not work well together, then the students suffer. (Kholer-Evens, 2006). Students with learning disabilities that were in an inclusion classroom who were at risk for failure had significantly higher averages then those who were not. They showed improvement in math and self concepts scores. Small group instruction (class divided in two), supportive teaching (teaching together) and complementary teaching (lead teacher models, support teacher assists) were an advantage on student achievement. (Fontana, 2005).

Literature Review Continued Over the past few years co-teaching has become more popular as school districts search for ways to best serve the needs of their English language learners. ESL students are at an advantage in a CTT setting when a teacher pushes into the classroom. This allows lower student- teacher ratios, and a means of providing differentiated instruction. (Haynes, 2007). The social cognitive theory states that development is learned and influenced strongly by environmental interactions. Learning occurs through observing what others do. (Bandura, 1989). One instructional strategy that can benefit student learning is modeling. Teachers should model appropriate behaviors, negotiations, and work well with one another. (Wiley and Crespo, 1998). When teachers work well together, students respond enthusiastically. (Sorenson, 2002).

Literature Review Continued There are disadvantages to co teaching: Co teachers may not know each others learning styles. They may have conflicts over ownership. When one teacher leads, the other may not feel as important. (Gately, 2005). Senior teachers constantly control the tone and instruction in the classroom. (Mansberger, 2005). Kids can often be confused as to who has the authority in the room. The duo is now a “bad marriage” in front of the kids. (Kohler-Evans, 2006). In my own experience, chaos can result in the classroom. Students can rely on one teacher, and resent the other. Students with severe behavioral problems can make it very difficult for those who want to learn by being disruptive. Time is then taken away from the learning process when dealing with this. Teachers may not get along, have different teaching styles, and disagree on disciplinary issues.

Hypothesis H1: Collaborative Team Teaching will benefit and increase learning achievement of 24 students in 5 th grade at a Public School in Freeport, New York. “The way a team plays as a whole determines its success.” ~Babe Ruth