A Meta-Analysis of Co-Teaching Research

By Wendy W. Murawski, H. Lee Swanson. 2001

441 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/a89d2fedad9b591a1ab8972b3671f1e4d072d7c0

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Citations in the corpus

Where Should Students with Disabilities Receive Special Education Services? (2003, background): “Murawski and Swanson (2002), in their meta-analysis of the co-teaching research literature, found six studies from which effect sizes could be calculated; dependent measures were grades, achievement scores, and social and attitudinal outcomes.”
Science Education and Students with Learning Disabilities (2011, background): “Efﬁcacy studies on co-teaching models yield an over-all effect size of 0.40, an indicator that is considered to be in the low to moderate range (Murawski & Swanson, 2001), and few studies of co-teaching have also examined effective science instruction.”
50 Ways to Keep Your Co-Teacher (2008, methodology): “Less than 10 years ago, little research on co-teaching existed (Murawski & Swanson, 2001); however, recent studies have found that it can be a very effective method for meeting students’ needs (e.g., Magiera, Smith, Zigmond, & Gebauer, 2005; Murawski, 2006; Rea, McLaughlin, & Walther-Thomas, 2002;…”
Behaviors of Teachers in Co-taught Classes in a Secondary School (2007, background): “Murawski and Swanson (2001) found the impact of co-teaching practices on achievement to be moderate with an effect size of .40, however, they cautioned that only 3 studies included in their metaanalysis included effect sizes related to students with disabilities.”
Educational Programs for Elementary Students with Learning Disabilities: Can They be Both Effective and Inclusive? (2011, background): “…were not Sources: Fletcher and Vaughn (2009), Foorman and Torgesen (2001), Gersten et al. (2009a, b), Rosenshine and Stevens (1986), Swanson (2008), Swanson (2001), Swanson and Hoskyn (1998), Torgesen (2000, 2002). provided with the intensive, high-quality instruction that they needed that could…”
Providing Immediate Feedback to Co-Teachers Through Bug-in-Ear Technology: An Effective Method of Peer Coaching in Inclusion Classrooms (2010, background): “…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 evidence (Murawski & Swanson, 2001).”
Response to Intervention, Collaboration, and Co-Teaching: A Logical Combination for Successful Systemic Change (2009, methodology): “Although the research on co-teaching is limited (Murawski & Swanson, 2001; Scruggs, Mastropieri, & McDuffie, 2007), what is available is generally positive and continuing to grow.”
Student Outcomes in Co-Taught Secondary English Classes: How Can We Improve? (2006, background): “Numerous authors have cited the need for empirical evidence on the impact of co-teaching on student performance (Dettmer, Dyck, & Thurston, 1999; Gerber & Popp, 1999; Murawski & Swanson, 2001).”
Preservice Teachers' Perceptions of Including Students with Disabilities (2005, background): “Increasingly, general education and special education teachers are providing services for students with disabilities in general education classrooms (Pugach, 1988; Murawski & Swanson, 2001).”
Student teachers' team teaching: Models, effects, and conditions for implementation (2014, background): “Consequently, there is a need for more quasi-experimental research on the effectiveness of team teaching (Carpenter et al., 2007; Murawski & Swanson, 2001; Welch, Brownell, & Sheridan, 1999), for instance, comparing team teaching and individual teaching or comparing team teaching models.”
General and Special Education Students' Perceptions of Co-Teaching: Implications for Secondary-Level Literacy Instruction (2006, background): “While initial data suggest that co-teaching can positively influence the academic and social development of all students (Murawski & Swanson, 2001; Sapon-Shevin, 2003), some researchers have expressed concern about the effectiveness of co-teaching on the academic achievement of students with and…”
Promoting Research-Based Practices Through Inclusion? (2007, methodology): “A meta-analysis of the co-teaching research by Murawski and Swanson (2001) identified only six studies that provided sufficient quantitative data in which an effect size could be calculated, and data suggested that co-teaching was only moderately effective in influencing student outcomes.”
Co–Teaching in Middle School Classrooms under Routine Conditions: Does the Instructional Experience Differ for Students with Disabilities in Co–Taught and Solo–Taught Classes? (2005, neutral): “Still, extant research fails to strongly support co-teaching as an effective approach to improving student results (Murawski & Swanson, 2001; Reinhiller, 1996; Welch et al., 1999).”
Preparing Special Educators for Collaboration in the Classroom: Pre-Service Teachers' Beliefs and Perspectives. (2014, background): “Murawski and Swanson‘s (2001) meta-analysis of co-teaching yielded little evidence of coteaching increasing student success.”
An Examination of Co-Teaching (2009, background): “…(Austin, 2001; Cook & Friend, 1995; Dieker, 2001; Dieker & Murawski, 2003; Fennick & Liddy, 2001; Gerber & Popp, 1999; Keefe & Moore, 2004; Murawski & Swanson, 2001; Noonan, McCormick, & Heck, 2003; Rice & Zigmond, 2000; Ritter et al., 1999; Villa, Thousand, & Nevin, 2004; Walther-Thomas…”