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?

By K. Magiera, N. Zigmond. 2005

222 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/cc25c15b5067a5d7526e7db6effc8bae37cc36c7

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Citations in the corpus

Evaluating Reading and Mathematics Instruction for Students With Learning Disabilities (2015, methodology): “This was predominately observed in three studies (Magiera & Zigmond, 2005; Schumm et al., 2000; Swanson et al., 2012).”
Differential Effects of Peer Tutoring in Co-Taught and Non-Co-Taught Classes: Results for Content Learning and Student-Teacher Interactions (2009, methodology): “Again, our findings are similar to those of Magiera and Zigmond (2005) who also examined the instructional experiences of middle school students in co-taught and non-co-taught classes.”
Providing Immediate Feedback to Co-Teachers Through Bug-in-Ear Technology: An Effective Method of Peer Coaching in Inclusion Classrooms (2010, background): “…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 evidence (Murawski…”
Promoting Research-Based Practices Through Inclusion? (2007, result): “Another study at the middle school level found that the instructional experience for students in co-taught classrooms was remarkably similar to the instruction in solo-taught classrooms ( Magiera & Zigmond, 2005 ).”
What, Where, and How? Special Education in the Climate of Full Inclusion (2009, result): “This was even true in investigations of co-taught classrooms, regardless of the number of teachers or adults present ( Mageria & Zigmond, 2005 ).”