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

By T. Scruggs, Margo Mastropieri, Kimberly A. McDuffie. 2007

914 citations recorded by the source corpus.

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Citations in the corpus

Collaborative Models of Instruction: The Empirical Foundations of Inclusion and Co-Teaching. (2012, methodology): “Student-grouping strategies designed to facilitate peer-to-peer discussion and instruction were consistently reported as potentially effective collaborative strategies (Klingner & Vaughn, 1999; Manset & Semmel, 1997; Scruggs et al., 2007).”
Reading Comprehension Instruction for Students With Learning Disabilities, 1995—2006: A Meta-Analysis (2010, neutral): “Scruggs, Mastropieri, and McDuffie (2007) recently summarized qualitative studies of coteaching practice and concluded that systematic, strategic instruction intended to improve learning of academic skills or content was observed only infrequently in these inclusive settings.”
Educational Programs for Elementary Students with Learning Disabilities: Can They be Both Effective and Inclusive? (2011, background): “…special education teacher is available as a co-teacher in the general education classroom, high-quality, intensive instruction is most often not delivered in the general education classroom (Murawski, 2006; Murawski & Swanson, 2001; Scruggs, Mastropieri, & McDufﬁe, 2007; Volonino & Zigmond, 2007).”
Teachers’ experiences with co-teaching as a model for inclusive education (2016, background): “…the need for ongoing, intensive, and high-quality pre-service and in-service training around co-teaching in optimising collaborative teaming within co-teaching practice (Fennick and Liddy 2001; Friend 2007; Kamens 2007; Scruggs, Mastropieri, and McDuffie 2007; Villa, Thousand, and Nevin 2013).”
Providing Immediate Feedback to Co-Teachers Through Bug-in-Ear Technology: An Effective Method of Peer Coaching in Inclusion Classrooms (2010, background): “Co-teaching in inclusion classrooms is prevalent in schools across the country and is in fact increasing as a service delivery model (Austin, 2001; Boudah et al., 1997; Magiera & Zigmond, 2005; Scruggs et al., 2007; Weiss & Lloyd, 2002); yet, its effectiveness has not been proved through empirical e”
Effective Practice in Inclusive and Special Needs Education. (2016, background): “…teachers, insufficient resources, inadequate shared planning time, and the absence of administrative support are the primary barriers to inclusive efforts (King & Youngs, 2003; Scruggs & Mastropieri, 1996; Scruggs et al., 2007, Baker & Zigmond, 1995; Schumm, Vaughn, Gordan, & Rothlein, 1994).”
Differential Effects of Peer Tutoring in Co-Taught and Non-Co-Taught Classes: Results for Content Learning and Student-Teacher Interactions (2009, neutral): “Scruggs et al. (2007) conducted a qualitative meta-synthesis of qualitative research literature on co-teaching and concluded that teachers, students, parents, and administrators generally support the use of co-teaching in inclusive classrooms.”
Co-Teaching in a Teacher Education Classroom: Collaboration, Compromise, and Creativity. (2012, neutral): “In a meta-synthesis of 32 qualitative research reports on K-12 co-teaching, Scruggs, Mastropieri, and McDuffie (2007) reported that teachers generally benefited professionally from co-teaching.”
Professional Development Experiences in Co-Teaching (2013, background): “Although preservice and in-service training are frequently highlighted as critical to the success of coteaching (Minke et al., 1996; Scruggs et al., 2007), very limited empirical research has addressed the associations between teachers’ professional development opportunities regarding co-teaching…”
Do Special Education Interventions Improve Learning of Secondary Content? A Meta-Analysis (2010, background): “For example, in a synthesis of qualitative research on coteaching, Scruggs et al. (2007) reported that teacher-led, whole class instruction with lecture/discussion formats was the dominant form of instruction in inclusive, cotaught classes.”