Making Middle School Reading Intervention More Meaningful For Students and Teachers Through Team Teaching: Action Research
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Authors
Swingler, Jennifer S.
Issue Date
2017-07-24
Type
Thesis
Language
en_US
Keywords
Educational leadership , Action research , Administration , Adolescent readers , Middle school , Reading intervention , Team teaching
Alternative Title
Abstract
This Qualitative Action Research explored an alternative approach to deliver reading interventions using a team teaching (co-teaching) push in support model for middle school students that was delivered by both an English (Ela) teacher and a reading teacher during an extended instructional block. This action research consisted of two phases of research beginning with a case study that was conducted using a retrospective analysis of one school district’s reading intervention practices and English language arts program across three middle schools. The researcher co- constructed and implemented a pilot which included a team taught push in reading model through an extended intervention block. The researcher reviewed the genesis and implementation of a pilot push in team teaching instructional model and completed a reflective process of the implementation. The researcher collected and analyzed data sources from teachers and administration from the pilot. This exploratory action research explored Ela teacher’s, reading teacher’s and administration’s perceptions of the push in team teaching pilot program as a component of an Ela instructional framework and as a possible intervention model for adolescent readers who require reading support. Teachers reflected on the process of team teaching as it coincided with the redefinition of the Ela curriculum and instructional model (Erickson, 2000; Erickson, 2007; Erickson & Lanning, 2014; Lanning, 2013). The researcher used the results of the retrospective case study and information from the pilot year in Phase I to build a professional learning cycle (intervention) that is presented in Phase II. The professional learning intervention consisted of five professional learning cycles that were implemented during the second iteration of the push in team teaching model. The research concluded with an ethnographic reflection of the change process at a system level and reflected on the use of action research as a tool for educational leaders.
Description
Citation
J.S. Swingler, "Making Middle School Reading Intervention More Meaningful For Students and Teachers Through Team Teaching: Action Research", Ph.D. dissertation, School of Education, Univ. of Bridgeport, Bridgeport, CT, 2017.