Co-teaching in inclusive classrooms a metasynthesis of qualitative research

Quantitative surveys of co-teachers in which some additional verbal responses were solicited through open-ended or direct questions were not included; however, substantive qualitative interviews conducted subsequent to a quantitative survey, and analyzed using qualitative methods, were included.

The first formal qualitative studies of co-teaching as it is presently known appeared around the mids, according to our search procedures.

Co-teaching in inclusive classrooms: a metasynthesis of qualitative research.

Journal of Special Education, 29, In addition, we considered the credibility of specific data within individual research reports.

Strategies for effective instruction 3rd ed.

Co-Teaching in Inclusive Classrooms: A Metasynthesis of Qualitative Research

Coteaching for content understanding: In a first-grade class, the general education teacher led the class in a song, while the special education teacher "moved about the room organizing the chairs and picking up materials that were out of place from the previous activity" Rosa,p.

The voices of two teachers. What have we learned from meta-analysis? DISCUSSION We employed metasynthesis methodology in this review in order to enable us to examine issues and findings within and across studies with more precision and to summarize the research on the level of individual data rather than on the level of the research report.

Practices known to be effective and frequently recommended--such as peer mediation, strategy instruction, mnemonics, study skills training, organizational skills training, hands-on curriculum materials, test-taking skills training, comprehension training, self-advocacy skills training, self-monitoring, or even general principles of effective instruction e.

We included all reports that met a minimum standard of quality, although some variability was noted.

Coming of age in Samoa. For instance, Curtin reported the following observation of high school co-teachers: There were few disconfirmations of these examples; however, although other teachers disagreed, one teacher from one of the five co-teaching pairs in the Frisk investigation reported, "I think if someone is really interested in collaboration the only way to really figure out how to work with someone and how to interact is to do it.

By a considerable margin, the most prominent model of co-teaching reported in these investigations was some version of "one teach, one assist.

For example, Norris interviewed a general education middle school teacher, who responded "The best thing about co-teaching is having another person in the classroom Weiss reviewed and updated the conclusions of Weiss and Brighamand the research conducted since that time.

In addition to reported benefits, teachers also expressed a number of needs that in their view must be met for co-teaching to be successful. Several other researchers discussed the importance of administrative responsibility in facilitating planning, including BuckleyCurtinNorrisWardand Yoder That is, for any participant comments reproduced in this synthesis, we ensured that, for example, the participant was appropriate, the question was reasonable, and the comments were transcribed appropriately.

And the easiest fix I could come up with was to split them, and we did. Buckley concluded from her study of middle school social studies co-teachers, "Regular education teachers tend to plan globally rather than focusing on individuals.

Beyond these exceptions, peer mediation and other potentially helpful inclusion techniques appeared to be greatly underemployed. Advances in learning and behavioral disabilities pp.

Journal of Nursing Education, 40, Meta-study of qualitative health research. Teacher reports of development in Australian and American classrooms.A QUALITATIVE CASE STUDY OF A CO-TEACHING RELATIONSHIP AT A RURAL.

HIGH SCHOOL. A Dissertation by. Diane K. Nickelson. MA, Southwestern College, Co-Teaching Benefits Inclusive Practices. Vol. 73, No. 4, pp. © Council for Exceptional Children. Exceptional Children Co- Teaching in Inclusive Classrooms: A Metasynthesis of Qualitative Research.

Thirty-two qualitative investigations of co-teaching in inclusive classrooms were included in a metasynthesis employing qualitative research integration techniques.

Qualitative research is generally appropriate for describing and providing insights about attitudes, perceptions, interactions, classroom structure, and behaviors, relevant to co-teaching.

Qualitative research also has increased enormously in special education research over recent decades (Brantlinger, Jimenez, Klingner, Pugach, & Richardson. Co-Teaching in Inclusive Classrooms: Results of Qualitative Research from the United States, Canada, July · Advances in Learning and Behavioral Disabilities Thirty-two qualitative research reports on co-teaching in inclusive classrooms, identified through a comprehensive literature search, are reviewed.

Thirty-two qualitative investigations of co-teaching in inclusive classrooms were included in a metasynthesis employing qualitative research integration techniques.

It was concluded that co-teachers generally supported co-teaching, although a number of important needs were identified, including planning time, student skill level, and .

Co-teaching in inclusive classrooms a metasynthesis of qualitative research
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