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

Autor/inn/en	Scruggs, Thomas E.; Mastropieri, Margo A.; McDuffie, Kimberly A.
Titel	Co-Teaching in Inclusive Classrooms: A Metasynthesis of Qualitative Research
Quelle	In: Exceptional Children, 73 (2007) 4, S.392-416 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
Schlagwörter	Qualitative Research; Disabilities; Self Advocacy; Study Skills; Special Education Teachers; Peer Relationship; Conventional Instruction; Team Teaching; Inclusive Schools; Mainstreaming; Regular and Special Education Relationship; Meta Analysis; Teacher Attitudes; Barriers; Teacher Collaboration; Teacher Role; Teaching Methods; Administrator Role + Suchen Sie Ihr Suchwort? Qualitative Forschung; Handicap; Behinderung; Selbstbehauptung; Studientechnik; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Peer-Beziehungen; Teamteaching; Inclusive school; Integrative Schule; Meta-analysis; Metaanalyse; Lehrerverhalten; Lehrerkooperation; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	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 training; many of these needs were linked to administrative support. The dominant co-teaching role was found to be "one teach, one assist," in classrooms characterized by traditional instruction, even though this method is not highly recommended in the literature. The special education teacher was often observed to play a subordinate role. Techniques often recommended for special education teachers, such as peer mediation, strategy instruction, mnemonics, and training of study skills, self-advocacy skills, and self-monitoring, were infrequently observed. (Contains 1 table.) (As Provided).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10