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Journal of Education for Students Placed at Risk (JESPAR) Volume 12, 2007 - Issue 3
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CASE STUDIES

Collaborative Teaching to Increase ELL Student Learning: A Three-Year Urban Elementary Case Study

Jennifer York-Barr Department of Educational Policy and Administration, University of Minnesota
,
Gail Ghere Special Services Department, Saint Paul Public Schools, Minnesota
&
Jennifer Sommerness Department of Educational Policy and Administration, University of Minnesota
Pages 301-335 | Published online: 05 Dec 2007

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Clara V. Bauler & Emily J. S. Kang. (2020) Elementary ESOL and content teachers’ resilient co-teaching practices: a long-term analysis. International Multilingual Research Journal 14:4, pages 338-354.
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Liv T. Dávila, Lan Q. Kolano & Heather Coffey. (2017) Negotiating Co-Teaching Identities in Multilingual High School Classrooms. NABE Journal of Research and Practice 8:1, pages 28-43.
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Yara Santillan, Jennifer M. Jacobs & Paul M. Wright. (2015) Integrating Best Practices in ELL Classrooms with Quality Physical Education Instruction. Journal of Physical Education, Recreation & Dance 86:3, pages 51-53.
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LISHU YIN. (2013) Coming to America for Spiritual or Academic Growth? Experiences of International Students at One Christian School. Journal of Research on Christian Education 22:2, pages 139-152.
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Kristen Campbell Wilcox. (2013) A Socioecological View of Higher-Performing Diverse Elementary Schools. Journal of Education for Students Placed at Risk (JESPAR) 18:2, pages 101-127.
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Ye He, Kathryn Prater & Teneka Steed. (2011) Moving beyond ‘just good teaching’: ESL professional development for all teachers. Professional Development in Education 37:1, pages 7-18.
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Gary Woolley. (2010) Issues in the identification and ongoing assessment of ESL students with reading difficulties for reading intervention. Australian Journal of Learning Difficulties 15:1, pages 81-98.
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Diane M. Jacobson. (2015) Oral Error Feedback for English Learners in the Cotaught Content Classroom. TESOL Journal 6:4, pages 659-679.
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