The purpose of this thesis is to investigate and evaluate best practices in a co-teaching setting between two licensed educators, one being the content teacher and the other an English Language Learner (ELL) specialist. The focus is on mainstream classrooms that are not sheltered; in this setting English language learners (ELLs) are able to remain in the classroom with their non-ELL peers while receiving equitable content instruction directly from a credentialed content specialist with differentiation and accommodation provided by the ELL specialist. With the move away from traditional pull-out methods, many schools and districts with high ELL population now look to incorporate co-teaching models as a possible solution to bridge the achievement gap between ELLs and their native-English speaking peers.
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Ly, S. M. (2018). An Evaluation of Co-teaching Models and Best Practices to Meet the Needs of Providing Equitable Educational Opportunities for English Language Learners [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/411