Teachers' Sense-Making of Their Literacy Instruction in Co-Taught English Language Arts Classrooms

• In Event: 45.092 - MTCC Roundtable Session 17
  In Roundtable Session: 45.092-6 - Teacher Professionalism, Sense-Making, and Classroom Instruction

Abstract

The Common Core State Standards have significantly altered the expectations placed upon the instruction of reading and writing. In light of these more rigorous expectations, we drew from a sensemaking perspective to examine how middle school teachers within co-taught English Language Arts (ELA) classrooms made sense of their literacy practices for students with disabilities and struggling readers. Using qualitative methods, we analyzed interviews with 17 co-teaching pairs from 7 schools across 3 states. We found that several of the co-teaching pairs made sense of their literacy instruction for students with disabilities and instructional roles based upon environmental cues and organizational expectations. We conclude with implications and directions for future research.

Authors

• Laura E. Bray, The Pennsylvania State University

• Anne Sinclair, Vanderbilt University

• Yan Wei, Southern Connecticut State University

• Erin Clancy, University of Maryland - College Park

• Jade Wexler, University of Maryland

• Chris Jay Lemons, Vanderbilt University

• Devin Kearns, University of Connecticut - Storrs