The Influence of Co-teaching on Marginalized Elementary Students’ Mathematics Performance

Papoff, L R Ruth

The Influence of Co-teaching on Marginalized Elementary Students’ Mathematics Performance

dc.contributor.advisor	Koh, Kim
dc.contributor.author	Papoff, L R Ruth
dc.contributor.committeemember	Friesen, Sharon L.
dc.contributor.committeemember	Brown, Barbara
dc.date.accessioned	2024-01-19T20:31:16Z
dc.date.available	2024-01-19T20:31:16Z
dc.date.issued	2024-01-12
dc.description.abstract	This single case study explores the influence of co-teaching on marginalized elementary student performance in mathematics. Marginalized communities historically perform poorly on standardized tests. There is a need for an intervention model that responds to the diverse needs of marginalized populated classrooms. Co-teaching is a model of teaching that supports a greater ability to personalize learning and support complex diverse classrooms. Whilst co-teaching has been shown to be effective, there is little research on how co-teaching influences students’ learning. When assessing students, authentic assessment has been shown to support the learning and sensemaking process for learners, as opposed to a standardized test. Thus, it is important that this study integrated understanding student success within a co-taught classroom by incorporating authentic assessment compared to a standardized test. The study explored the instructional processes that linked co-teaching to students’ mathematics performance using qualitative and quantitative data. To gain an in-depth understanding of the complex dynamics of a co-taught classroom, the Cultural Historical Activity Theory (CHAT) was utilized to guide data analyses. The CHAT framework encapsulates a sociocultural constructivist understanding which corresponds to the diverse marginalized population within the co-taught classroom. The analysis established from these methods offered a comprehensive insight of co-teaching mathematics processes that directly influenced students’ mathematics learning and performance. The findings from this exploratory case study highlight three major themes. The first thematic finding was that co-teaching allowed for flexible group work to personalize learning. The second thematic finding was that time and space were shared between co-teaching and assessment, allowing for more formative assessment that was in real-time and ongoing. This led to the co-teachers’ perceived professional learning in assessment practices. The final thematic finding was that although there were low expectations from the co-teachers, student participants achieved a higher level of mathematics performance. The higher level of mathematics performance amongst marginalized students compared to the low expectations of their teachers may attribute to the co-taught environment that enabled flexible group work and formative assessment.
dc.identifier.citation	Papoff, L. R. R. (2024). The influence of co-teaching on marginalized elementary students’ mathematics performance (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.
dc.identifier.uri	https://hdl.handle.net/1880/117996
dc.identifier.uri	https://doi.org/10.11575/PRISM/42840
dc.language.iso	en
dc.publisher.faculty	Graduate Studies
dc.publisher.institution	University of Calgary
dc.rights	University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subject	Co-Teaching
dc.subject	Marginalized Students
dc.subject	Assessment
dc.subject	Cultural Historical Activity Theory (CHAT)
dc.subject.classification	Education--Mathematics
dc.subject.classification	Education--Elementary
dc.subject.classification	Education--Curriculum and Instruction
dc.title	The Influence of Co-teaching on Marginalized Elementary Students’ Mathematics Performance
dc.type	doctoral thesis
thesis.degree.discipline	Education Graduate Program – Educational Research
thesis.degree.grantor	University of Calgary
thesis.degree.name	Doctor of Education (EdD)
ucalgary.thesis.accesssetbystudent	I do not require a thesis withhold – my thesis will have open access and can be viewed and downloaded publicly as soon as possible.