Date of Degree
PhD (Doctor of Philosophy)
Teaching and Learning
First Committee Member
Second Committee Member
Third Committee Member
This purpose of this single case study was to describe the discursive practices of an ELL teacher and a general education teaching in a co-teaching PLC setting. With the increased use of co-teaching as an approach to English language development supports, it is vital to gain a better understanding of how teachers plan to support the academic learning of English learners, and what language they use in these interactions. This study implemented a qualitative research design based in grounded theory and positioning theory. The results of this study found that the discursive practices of co-teachers were based in the content of topics, the method of discursive interactions, and their previous experiences in co-teaching that formed their interactions.
CO-TEACHING, PLCS, POSITIONING THEORY
xi, 193 pages
Includes bibliographical references (pages 182-193).
Copyright © 2018 Cindra K. Porter
Porter, Cindra K.. "Planning to co-teach with ELL teachers: how discourse positions teachers within professional learning communities." PhD (Doctor of Philosophy) thesis, University of Iowa, 2018.