Co-teaching in inclusive classrooms: A metasynthesis of qualitative research

Exceptional Children

Volumn 73, Issue 4, 2007, Pages 392-416

  Scruggs, Thomas E ^a,c,d   Mastropieri, Margo A ^a   McDuffie, Kimberly A ^b  

^a GEORGE MASON UNIVERSITY   (United States)

^b CLEMSON UNIVERSITY   (United States)

^c Department of Special Education ^*  (United States)

^d Education Program   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34547274822     PISSN: 00144029     EISSN: None     Source Type: Journal    
DOI: 10.1177/001440290707300401     Document Type: Article

References (84)

1. Antia, S. D. (1999). The roles of special educators and classroom teachers in an inclusive school. Journal of Deaf Studies and Deaf Education, 4, 203-214.
2. Austin, V. L. (2001). Teachers' beliefs about co-teaching. Remedial and Special Education, 22, 245-255.
3. Baker, J. M., & Zigmond, N. (1995) The meaning and practice of inclusion for students with learning disabilities: Themes and implications for the five cases. Journal of Special Education, 29, 163-180.
4. Bauwens, J., Hourcade, J. J., & Friend, M. (1989). Cooperative teaching: A model for general and special education integration. Remedial and Special Education, 10(2), 17-22.
5. Beck, C. T. (2001). Caring within nursing education: A metasynthesis. Journal of Nursing Education, 40, 101-109.
6. Besserte, H. J. (1999). A case study of general and special educators' perspectives on collaboration and coteaching within a language based integrated elementary classroom. Dissertation Abstracts International, 60 (09), 3317A. (UMI No. AAI9946579)
7. Boudah, D. J., Schumacher, J. B., & Deshler, D. O. (1997). Collaborative instruction: Is it an effective option for inclusion in secondary classrooms? Learning Disability Quarterly, 20, 293-316.
8. Brantlinger, E., Jimenez, R., Klingner, J., Pugach, M., & Richardson, V. (2005). Qualitative studies in special education. Exceptional Children, 71, 195-207.
9. Buckley, C. (2005). Establishing and maintaining collaborative relationships between regular and special education teachers in middle school social studies inclusive classrooms. In T. E. Scruggs & M. A. Mastropieri (Eds.), Cognition and learning in diverse settings: Vol 18. Advances in learning and behavioral disabilities (pp. 153-198). Oxford, UK: Elsevier.
10. Campbell, R., Pound, P., Pope, C., Britten, N., Pill, R., Morgan, M., & Donovan, J. (2003). Evaluating metaethnography: A synthesis of qualitative research on lay experiences of diabetes and diabetes care. Social Science and Medicine, 56, 671-684.
11. Carlson, L. D. (1996). Co-teaching for integration: An exploratory study. Dissertation Abstracts International, 57 (08), 3389A. (UMI No. AAGNN11685)
12. Cook, L., & Friend, M. (1995). Co-teaching: Guidelines for creating effective practices. Focus on Exceptional Children, 28(3), 1-16.
13. Cook, L., & Friend, M. (1996). Co-teaching: Guidelines for creating effective practices. In E. L. Meyer, G. A. Vergason, & R. J. Whelan (Eds.), Strategies for teaching exceptional children in inclusive settings (pp. 309-330). Denver, CO: Love.
14. Creswell, J. W. (2006). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Prentice-Hall.
15. Curtin, J. P. (1998). A case study of co-reaching in an inclusive secondary classroom, Dissertation Abstracts International, 60 (01), 31A. (UMI No. AAG9917397)
16. Dicker, L. A. (2001). What are the characteristics of "effective" middle and high school co-taught teams for students with disabilities? Preventing School Failure, 46, 14-23.
17. Dieker, L. A., & Murawski, W. W. (2003). Co-teaching at the secondary level: Unique trends, current trend, and suggestions for success. The High School Journal, 86(4), 1-13.
18. Drietz, A. G. (2003). How students on individual education plans perceive team teaching. Masters Abstracts International, 41 (06), 1580. (UMI No. AAI1414185)
19. Estabrooks, C. A., Field, P. A., & Morse, J. M. (1994). Aggregating qualitative findings: An approach to theory development. Qualitative Health Research, 4, 503-511.
20. Feldman, R. K. (1998). A study of instructional planning of secondary special and general education co-teachers to accommodate learning disabled students in the general education classroom. Dissertation Abstracts International. 58 (0 4731A. (UMI No. AAG9900508)
21. Forness, S. R. (2001). Special education and related services: What have we learned from meta-analysis? Exceptionality, 9, 185-197.
22. Fraser, D. (1999). QSR NUD*IST Vivo Reference guide. Melbourne, Australia: Qualitative Solutions and Research.
23. Freeman, D, (1983). Margaret Mead and Samoa. Cambridge, MA: Harvard University Press.
24. Friend, M. (2002) An interview with Dr. Marilyn Friend. Intervention in School and Clinic, 37, 223-228.
25. Friend, M., & Cook, L. (2003). Interactions: Collaboration skills for school professionals (4th ed.). New York: Longman.
26. Friend, M., & Reising, M. (1993). Co-teaching: An overview of the past, a glimpse at the present, and considerations for the future. Preventing School Failure, 37, 6-10.
27. Frisk, C. A. (2004). Teacher collaboration: Learning from inclusion dyad dialogues. Dissertation Abstracts International, 65 (6), 2158A. (UMI No. AAI3135903)
28. Gately, S. E., & Gately, F. J. (2001). Understanding coteaching components. TEACHING Exceptional Children, 33(4), 40-47.
29. Gersten, R., & Baker, S. (2000). What we know about effective instructional practices for English-language learners: A multi-vocal research synthesis. Exceptional Children, 66, 454-470.
30. Glaser, B. G., & Strauss, A. L. (1971). Status passage: A formal theory. Chicago: Aldine.
31. Glass, G. V., McGaw, B., & Smith, M. L. (1979). Meta-analysis in social research. Thousand Oaks, CA: Sage.
32. Hardy, S. D. (2001). A qualitative study of the instructional behaviors and practices of a dyad of educators in self-contained and inclusive co-taught secondary biology classrooms during a nine week science instruction grading period. Dissertation Abstracts International, 61 (12), 4731A. (UMI No. AAI3000278)
33. Hargreaves, A. (1994). Changing teachers, changing times: Teachers work and culture in the postmodern age. New York: Teachers College Press.
34. Hargreaves, A. (2003). Teaching in the knowledge society: Education in the age of insecurity. New York: Teachers College Press.
35. Hazlett, A. (2001). The co-teaching experience joint planning and delivery in the inclusive classroom. Dissertation Abstracts International, 62 (12), 4064A. (UMI No. AAI3037002)
36. Jensen, L. A., & Allen, M. N. (1994). A synthesis of qualitative research on wellness-illness. Qualitative Health Research, 4, 349-369.
37. Keefe, E. B., Moore, V., & Duff, F. (2004). The four "knows" of collaborative teaching. TEACHING Exceptional Children, 36(5), 36-42.
38. LcCompte, M. D., & Preissle, J. (1993). Ethnography and qualitative design in educational research. New York: Academic Press.
39. Light, R. J., & Pillemer, D. B. (1984). Summing up: The science of reviewing research. Cambridge, MA: Harvard University Press.
40. Luckner, J. L. (1999). An examination of two coteaching classrooms. American Annals of the Deaf, 144, 24-34.
41. Magiera, K., Smith, C., Zigmond, N., & Gebauer, K. (2005). Benefits of co-teaching in secondary mathematics classes. TEACHING Exceptional Children, 37(3), 20-24.
42. Mastropieri, M. A., & Scruggs, T. E. (2006). The inclusive classroom: Strategies for effective instruction (3rd ed.). Upper Saddle River, NJ: Prentice-Hall.
43. Mastropieri, M. A., Scruggs, T. E., Graetz, J., Norland, J., Gardizi, W., & McDuffie, K. (2005). Case studies in co-teaching in the content areas: Successes, failures and challenges. Intervention in School and Clinic, 40, 260-270.
44. Mead, M. (1928). Coming of age in Samoa. New York: William Morrow.
45. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage.
46. Morocco, C. C., & Aguilar, C. M. (2002). Coteaching for content understanding: A schoolwide model. Journal of Educational and Psychological Consultation, 13, 315-347.
47. Murawski, W. W., & Dicker, L. A. (2004). Tips and strategies for co-teaching at the secondary level. TEACHING Exceptional Children, 36(5), 52-58.
48. Murawski, W. M., & Swanson, H. L. (2001). A metaanalysis of the co-teaching research: Where are the data? Remedial and Special Education, 22, 258-267.
49. Noblit, G. W., & Hare, R. D. (1988). Meta-ethnography: Synthesizing qualitative studies. Thousand Oaks, CA: Sage.
50. Norris, D. M. (1997). Teachers' perceptions of coteaching in an inclusive classroom in a middle school: A look at general education and special education teachers working together with students with learning disabilities, Dissertation Abstracts International, 58 (06), 2162A. (UMI No. AAG9735088)
51. Paterson, B. L., Thorne, S. E., Canam, C., & Jillings, C. (2001). Meta-study of qualitative health research, Thousand Oaks, CA: Sage.
52. Pugach, M. (2001). The stories we choose to tell: Fulfilling the promise of qualitative research for special education. Exceptional Children, 67, 439-453.
53. Pugach, M., & Wesson, C. (1995). Teachers' and students' views of team teaching of general education and learning-disabled students in two fifth-grade classes. The Elementary School Journal, 95, 279-295.
54. Ragin, C. C. (1987). The comparative method; Moving beyond qualitative and quantitative strategies, Berkeley: University of California Press.
55. Rice, D. & Zigmond, N. (2000). Co-teaching in secondary schools: Teacher reports of development in Australian and American classrooms. Learning Disabilities Research and Practice, 15, 190-197.
56. Rosa, B. A. (1996). Cooperative teaching in the inclusive classroom: A case study of teachers' perspectives. Dissertation Abstracts International, 57(7), 2968. (UMI No. AAG9638771)
57. Salend, S. J., Johansen, M., Mumper, J., Chase, A. S., Pike, K. M., & Dorney, J. A. (1997). Cooperative teaching: The voices of two teachers. Remedial and Special Education, 18, 3-11.
58. Sandelowski, M., Docherty, S., & Emden, C. (1997). Qualitative meta-synthesis: Issues and techniques. Research in Nursing and Health, 20, 365-371.
59. Schofield, J. W. (1990). Increasing the generalizability of qualitative research. In E. W. Eisner & A. Peshkin (Eds.). Qualitative inquiry in education: The continuing debate (pp. 201-232). New York: Teachers College Press.
60. Scruggs, T. E., & Mastropieri, M. A. (1996). Teacher perceptions of mainstreaming/indusion, 1958-1995: A research synthesis. Exceptional Children, 63, 59-74.
61. Scruggs, T. E., Mastropieri, M. A., & Casto, G. (1987). The quantitative synthesis of single subject research: Methodology and validation. Remedial and Special Education, 8(2), 24-33.
62. Scruggs, T. E., Mastropieri, M. A., & McDuffie, K. A. (2006). Summarizing qualitative research in special education: Purposes and procedures. In T. E. Scruggs & M. A. Mastropieri (Eds.), Advances in learning and behavioral disabilities: Vol. 19. Applications of research methodology (pp. 325-346). Oxford, UK: Elsevier.
63. Slavin, R. E. (1990). Cooperative learning: Theory, research, and practice. Upper Saddle River, NJ: Prentice-Hall.
64. Strauss, A., & Corbin, J. (1998). Basics of qualitative research. Techniques and procedures for developing grounded theory (2nd ed.). Newbury Park, CA: Sage.
65. Swanson, H. L., & Sachse-Lee, C. (2000). A metaanalysis of single-subject-design intervention research for students with LD. Journal of Learning Disabilities, 33, 114-136.
66. Tarrant, K. L. (1999). The collaborative implementation of an early literacy curriculum in a full-inclusion primary grade classroom: Co-teachers and students working together to accomplish literacy goals. Dissertation Abstracts International, 60 (10), 3599A. (UMI No. AAI9948189)
67. Thompson, M. G. (2001). Capturing the phenomenon of sustained co-teaching: Perceptions of elementary school teachers. Dissertation Abstracts International, 63 (02), 560A. (UMI No. AAI3041129)
68. Trent, S. C. (1998). False starts and other dilemmas of a secondary general education collaborative teacher: A case study. Journal of Learning Disabilities, 31, 503-513.
69. Utley, C., Mortweet, S., & Greenwood, C. (1997). Peer mediated instruction and interventions. Focus on Exceptional Children, 25(5), 1-23.
70. Vaughn, S., Schumm, J. S., & Arguelles, M. E. (1997). The ABCDE's of co-teaching. TEACHING Exceptional Children, 30(2), 4-10.
71. Vesay, J. P. (2004). Linking perspectives and practice: Influence of early childhood and early childhood special educators' perspectives of working collaboratively in the integrated preschool classroom. Dissertation Abstracts International, 65 (03), 826A. (UMI No. AAI3126498)
72. Walther-Thomas, C., Korinek, L., McLaughlin, V. L., & Williams, B.T. (2000). Collaboration for inclusive education: Developing successful programs. Needham Heights, MA: Allyn &C Bacon.
73. Walther-Thomas, C. S. (1997). Co-teaching experiences: The benefits and problems that teachers and principals report over time. Journal of Learning Disabilities, 30, 395-408.
74. Ward, R. (2003). General educators' perceptions of effective collaboration with special educators: A focus group study. Dissertation Abstracts International, 64 (03), 861A. (UMI No. AAI3083896)
75. Weiss, M. P. (2004). Co-teaching as science in the schoolhouse: More questions than answers. Journal of Learning Disabilities, 37, 218-223.
76. Weiss, M. P., & Brigham, F. J. (2000). Co-teaching and the model of shared responsibility: What does the research support? In T. E. Scruggs & M. A. Mastropieri (Eds.), Advances in learning and behavioral disabilities: Vol. 14. Educational interventions (pp. 217-245). Oxford, UK: Elsevier.
77. Weiss, M. P., & Lloyd, J. L. (2002). Congruence between roles and actions of secondary special educators in co-taught and special education settings. Journal of Special Education, 36, 58-69.
78. Welch, M., Brownell, K., & Sheridan, S. M. (1999). What's the score and game plan on teaming in schools? A review of the literature on team teaching and school-based problem-solving teams. Remedial and Special Education, 20, 36-49.
79. Westberg, S. L. (2001). Implementing co-teaching as a model of inclusion of students with mild learning disabilities in general education classrooms. Dissertation Abstracts International, 62 (3), 977A. (UMI No. AAI3009383)
80. Wood, M. (1998). Whose job is it anyway? Educational roles in inclusion. Exceptional Children, 64, 181-195.
81. Yoder, D. I. (2000). Teachers' perceptions of elements and competencies/characteristics that afreet collaborative teaching at the secondary level. Dissertation Abstracts International, 61 (12), 4735A. (UMI No. AAI9996182)
82. Zigmond, N. (1995). Inclusion in Pennsylvania: Educational experiences of students with learning disabilities in one elementary school. Journal of Special Education, 29, 124-132.
83. Zigmond, N., & Baker, J. M. (1994). Is the mainstream a more appropriate educational setting for Randy? A case study of one student with learning disabilities. Learning Disabilities Research & Practice, 9, 108-117.
84. Zigmond, N., & Matta, D. (2004). Value added of the special education teacher on secondary school cotaught classes. In T. E. Scruggs & M. A. Mastropieri (Eds.), Advances in learning and behavioral disabilities: Vol. 17. Research in secondary schools (pp. 55-76). Oxford, UK: Elsevier.