A Meta-Analysis of Co-Teaching Research

Abstract

Students with special needs are increasingly being served in the general education classroom. Co-teaching is one service delivery option designed to meet those needs. The purpose of this article is to synthesize data-based articles pertaining to co-teaching between general and special education personnel. Of 89 articles reviewed, only 6 provided sufficient quantitative information for an effect size to be calculated. Effect sizes for the individual studies ranged from low (0.24) to high (0.95), with an average total effect size of 0.40. Dependent measures were varied and included grades, achievement scores, and social and attitudinal outcomes. Results indicate that further research is needed to substantiate that co-teaching is an effective service delivery option for students with disabilities.

Experiences and Perceptions of University Students and General and Special Educator Teacher Preparation Faculty Engaged in Collaboration and Co-Teaching Practices

“…The most significant growth seemed to be that students were apt to no longer consider children as benefiting from only one authority figure in the classrooms, with improvements also in their understanding of co-teaching models, understanding of roles and responsibilities of co-teachers, and their likelihood to initiate coteaching themselves in their own teaching jobs. University students' positive ratings of professors' co-taught sessions provide support that it was indeed these course topics and experiences that initiated change in students' collaboration skills and knowledge of co-teaching, lending support to the importance of higher education faculty modeling co-teaching for K-12 teachers (Bakken, Clark, & Thompson, 1998;Bacharach, Heck, & Dahlberg, 2008;Graziano & Navarette, 2012;Hudson & Glomb, 1997;Knackendoffel, Dettmer, & Thurston, 2018;Kluth & Straut, 2003 into co-teaching by these university students at the end of the academic terms are aligned with research on co-teaching among in-service GE and SPED teachers (Murawski, 2010;Murawski & Swanson, 2001;Scruggs, Mastropieri, & McDuffie, 2007). It is interesting to note that while these themes emerged from the responses of all students, there was a difference in the order of importance for students enrolled in GE versus SPED courses.…”

Case by case : an exploration of upper elementary co-teaching experiences in general education learning spaces

“…Furthermore, the focus on teambuilding has been embedded in all of the discussions on co-teaching. Murawski and Swanson (2001) stated, "The roles and relationships between general educators and special educator proliferates the research on this topic." As the leader, it is important to note that significant work continues to be done with the school staff.…”

Understanding the Implication of Co-teaching in a Post-graduate Classroom

“…Research on co-teaching is extensive where researchers have discussed a number of related issues such as the benefits, the implications and the challenges (Cook & Friend, 1995;Vaughn, Schumm, & Arguelles, 1997;Murawski & Swanson, 2001). These researches have proven that co-teaching has significant positive effect in the classroom especially in inclusive classroom.…”