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The study analyzes qualitative evidence from 27 middle and high school content-area lessons co-taught by content teachers and ESOL-certified teachers. Lessons are grouped by instructional-quality evidence—robust, mixed, and very limited—and the analysis links collaboration quality with instructional quality while using QTEL’s five principles to characterize instructional features.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/may-2026-what-factors-influence-coteaching-quality-the-role-of-ecological-contexts-and-teacher-collaboration/586334/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/may-2026-what-factors-influence-coteaching-quality-the-role-of-ecological-contexts-and-teacher-collaboration/586334.png","ImageObject",300,407,{"name":92,"@type":93},"Quinn Holloway","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What question does the document ask about coteaching quality?","Question",{"text":112,"@type":113},"It asks what factors influence coteaching quality, emphasizing the role of ecological contexts and teacher collaboration.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was instructional quality evaluated in the study?",{"text":117,"@type":113},"The analysis examined 27 co-taught lessons and organized them into groups with more evidence, mixed evidence, and less evidence of instructional quality.",{"name":119,"@type":110,"acceptedAnswer":120},"Which instructional quality framework was used to interpret classroom features?",{"text":121,"@type":113},"The document uses QTEL’s five principles of quality instruction for English learners: academic rigor, high expectations, quality interactions, integrated language focus, and engaging and relevant curriculum.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},586334,1793135458,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":81,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":39,"preview_page_count":4},2336474466712,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","MAY 2026  \nWhat factors influence coteaching quality?  \nThe role of ecological contexts and teacher collaboration  \nExploring connections between ecologies, collaboration, and the quality of co-taught instruction  \nAs educators and school systems seek innovative ways to provide English-learner (EL) classified multilingual learners (MLs) with opportunities for language development as well as contentarea learning , many turn to various forms of teacher collaboration , including but not limited to coteaching.  \nIn this brief, we present findings from a qualitative study of 27 middle and high school lessons across content areas that were cotaught by teams composed of a content teacher (English language arts, math , science, etc.) and a teacher certified in English for Speakers of Other Languages (ESOL) .  \nWe analyzed these lessons and separated them into three groups:  \n1) those with robust and consistent evidence of instructional quality, 2) those with very limited evidence of instructional quality, and 3) those with mixed evidence. For those groups at the two extremes (which we describe as having “more” and“less” evidence) , we then explored the ecological conditions supporting or hindering each coteaching pair and their quality of collaboration. We found consistent connections between the quality of instruction , the ecological contextsin which teachers work , and the quality of their collaboration.  \nOur Model of the Relationships Between Ecologies, Collaboration , & Co-taught Instruction  \nThe figure above graphically represents the ways we conceptualize relationships among ecologies , collaboration , and co-taught instruction. At the far left are ecological characteristics (left-hand side of figure; Bronfenbrenner , 1979 , Rosa & Tudge , 2013; van Lier , 2004) , including characteristics of individual teachers as well as the classroom- , school- , and district-level structures that affect co-teachers’ work. Examples include a teacher’s expertise and experience , the number of class periods during which the same pair of co-teachers work together , the number of different content teachers that an ESOL co-teacher supports , or the frequency with which teachers meet to plan and collaborate. These aspects of the teaching context cross ecological levels: what happens in a classroom , for example , is shaped by school practices and district policies.  \nEcological characteristics influence , and are influenced by teacher collaboration (middle of figure) . This includes the extent to which co-teachers coordinate their roles and do their work together , the extent to which they share pedagogical practices or approaches , and the extent to which they see themselves as sharing responsibility for their EL-classified multilingual learners , ideas that are drawn from a community of practice framework (Wenger , 1998) .  \nThis collaboration , in turn , influences a lesson’s instructional quality (right-hand side of figure) . To understand instructional quality we used QTEL's five principles of Quality Instruction for English Learners (Walqui & van Lier , 2010) : academic rigor , high expectations , quality interactions , integrated language focus , and engaging and relevant curriculum. Instructional quality can also influence collaboration (e.g. , successful lessons can motivate teachers to keep collaborating) and ecological characteristics (e.g. , lesson quality can help teachers advocate for resources to support them) .  \nThe quality of co-taught instruction varied across the lessons we observed  \n\n| Principle | Instructional Feature | More Evidence of Instructional Quality |  |  |  | Less Evidence of Instructional Quality |  |  |  |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n|  |  | Pair A | Pair B | Pair C | Pair D | Pair E | Pair F | Pair G | Pair H |\n| Academic Rigor | Academically Rigorous Tasks | x | x | x | x |  |  | x |  |\n|  | Disciplinary Literacy Frameworks |  |  | x | x |  |  |  |  |\n|  | Questions for Rigor","cbCaid8Jc9h5JTLp","https://ap.wps.com/l/cbCaid8Jc9h5JTLp","pdf",460562,"English","# What factors influence coteaching quality?\n## Ecological contexts and teacher collaboration\n## Qualitative study design and lesson grouping\n## Model: ecologies, collaboration, and co-taught instruction\n## QTEL principles and observed instructional features","[{\"question\":\"What question does the document ask about coteaching quality?\",\"answer\":\"It asks what factors influence coteaching quality, emphasizing the role of ecological contexts and teacher collaboration.\"},{\"question\":\"How was instructional quality evaluated in the study?\",\"answer\":\"The analysis examined 27 co-taught lessons and organized them into groups with more evidence, mixed evidence, and less evidence of instructional quality.\"},{\"question\":\"Which instructional quality framework was used to interpret classroom features?\",\"answer\":\"The document uses QTEL’s five principles of quality instruction for English learners: academic rigor, high expectations, quality interactions, integrated language focus, and engaging and relevant curriculum.\"}]","MAY 2026 - What Factors Influence Coteaching Quality? - The Role of Ecological Contexts and Teacher Collaboration | PDF",1792057613]