While student
teaching we are tasked with designing and collecting data for an Action
Research project. The original thought was to identify a targeted area that was
in need of improvement and employ various lessons and activities to positively
affect this targeted area. Upon arriving at Penn Manor my cooperating teacher
and I had our interest peaked by our ventures of co-teaching the Introduction
to Ag Science course.
With this I began
looking for articles that talked about the benefits of co-teaching on both
student achievement and student satisfaction. The idea that these two ideas are
connected weighs heavily in my teaching philosophies and I was interested to
find the research to support this. I found a lot of information about the use
of co-teaching in special needs classrooms but little about the use of this
teaching strategy in regular education classrooms. With this the development
for our action research came to life, looking at the effects of co-teaching on
student satisfaction.
We decided that
the best route for executing this was to design a learner satisfaction form
that we would administer to the student as the end of each class period. We
selected three methods of teaching and developed an evaluation form based off
of several recent co-teaching student in mathematics classrooms. We also worked to design an implementation schedule that would balance the effects of a student teacher versus an experienced teacher and the influences that this may have had on learner satisfaction.
As the data came
in and we began evaluating the results we concluded that
we made the greatest student to teacher contact points when utilizing the
co-teaching method of one teacher teaching and the other teacher drifting.
The
greatest learner satisfaction was achieved when the co-teaching strategy of
team teaching was utilized.
Unfortunately our study was not able to conclude if learner achievement was increased with learner satisfaction, maybe next time…
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