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Ation 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.
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Research studies have shown that students greatly benefited from having two teachers in the classroom to provide extra support. The advantages outweigh the disadvantages of using a co-teaching strategy in both an inclusive and general education classroom.
The main principle behind co-teaching, collaborative teaching, teacher partnering, or whatever you choose to call it is that all students be afforded the right to participate in the general education curriculum to the greatest extent possible. (Sharpe & Hawes, 2003).
Schools that are more collaborative have been shown to have stronger student academic outcomes than schools that are less collaborative. When it comes to specific approaches to fostering collaboration, studies have found different degrees of effectiveness in improving student achievement.
What Is Meta-Analysis? In the 1970s, Gene Glass first intro- duced the concept of meta-analysis, which attempts to statistically accumu- late research findings from individual studies into a review summary or com- bine those results across studies (Hedges, 1986; Kavale, 1984, 2001).
However, developing co-teaching relationships takes Page 9 EFFECTIVE STRATEGIES FOR CO-TEACHING 8 time and the effort of both teachers. Gately and Gately (2001) indicated that there are three stages to the development of co-teaching relationships; the beginning stage, compromising stage, and the collaboration stage.
Co-teaching makes it easier to conduct hands-on activities and provide flexible testing situations (Cross & Walker-Knight, 1997). Co-teaching enables whole group instruction to be provided while still meeting individual needs (Adams & Cessna, 1993; Murawski & Dieker, 2004).
For schools and teachers, meta-analysis can be a useful way of finding out the average effectiveness of a particular teaching and learning approach. A good meta-analysis will contain a large amount of information and compare effects across a number of different studies, drawing out patterns and trends.
Common Co-Teaching Issues. Whose students are these? Who gives grades? How do we grade? Whose classroom management rules do we use? What space do I get? What do we tell the students? What do we tell the parents? How can we get time to co-plan?
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