Co-Teaching in Inclusive Classrooms: A Metasynthesis of Qualitative Research
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...
Paper Details
Title
Co-Teaching in Inclusive Classrooms: A Metasynthesis of Qualitative Research
Published Date
Jul 1, 2007
Journal
Volume
73
Issue
4
Pages
392 - 416
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