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A systematized review of co-teaching efficacy in enhancing inclusive education for students with disability
16 references·0 citing·48 second hop
A systematized review of co-teaching efficacy in enhancing inclusive education for students with disability (2021)A systematized review of co-teaching effi…SLP-educator classroom collaboration: A review to inform reason-based practice (2017)SLP-educator classroom collab…Teachers’ experiences with co-teaching as a model for inclusive education (2016)Teachers’ experiences with co…The Perspectives of Students With and Without Disabilities on Inclusive Schools (2015)The Perspectives of Students …Impact of Enhanced Anchored Instruction in Inclusive Math Classrooms (2015)Impact of Enhanced Anchored I…An Exploratory Study of Universal Design for Teaching Chemistry to Students With and Without Disabilities (2014)An Exploratory Study of Unive…Comparative outcomes of two instructional models for students with learning disabilities: inclusion with co‐teaching and solo‐taught special education (2013)Comparative outcomes of two i…Collaborative models of instruction: The empirical foundations of inclusion and co‐teaching (2012)Collaborative models of instr…Co-Teaching as a School System Strategy for Continuous Improvement (2011)Co-Teaching as a School Syste…Inclusion Classrooms and Teachers: A Survey of Current Practices. (2010)Inclusion Classrooms and Teac…Differential Effects of Peer Tutoring in Co-Taught and Non-Co-Taught Classes: Results for Content Learning and Student-Teacher Interactions (2009)Differential Effects of Peer …A typology of reviews: an analysis of 14 review types and associated methodologies (2009)A typology of reviews: an ana…An Examination of Co-Teaching (2008)An Examination of Co-TeachingUsing students’ drawings to elicit general and special educators’ perceptions of co-teaching (2007)Using students’ drawings to e…Reliability of the PEDro Scale for Rating Quality of Randomized Controlled Trials (2003)Reliability of the PEDro Scal…The feasibility of creating a checklist for the assessment of the methodological quality both of randomised and non-randomised studies of health care interventions. (1998)The feasibility of creating a…Interactions: Collaboration Skills for School Professionals (1996)Interactions: Collaboration S…Co-Teaching in Inclusive Classrooms: A Metasynthesis of Qualitative Research (2007)Co-Teaching: Guidelines for Creating Effective Practices (2017)Inside but still on the outside? Teachers’ experiences with the inclusion of pupils with special educational needs in general education (2018)Does co-teaching improve academic achievement for students with disabilities? A meta-analysis (2021)Targeted school-based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K-6: A systematic review (2021)Special Education for the Mildly Retarded—Is Much of it Justifiable? (1968)Grounded theory research: Procedures, canons, and evaluative criteria (1990)Teachers' attitudes towards integration / inclusion: a review of the literature (2002)Achieving symbiosis: Working through challenges found in co-teaching to achieve effective co-teaching relationships (2014)Collaborative classroom practice for inclusion: perspectives of classroom teachers and learning support/resource teachers (2016)Academic achievement of students without special educational needs in inclusive classrooms: A meta-analysis (2017)Education and Treatment of Children (2008)Co-teaching as a context for teachers' professional learning and joint knowledge construction (2012)Co-Teaching in a Teacher Education Classroom: Collaboration, Compromise, and Creativity. 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(1996)The PEDro scale is a valid measure of the methodological quality of clinical trials: a demographic study (2009)The methodological quality assessment tools for preclinical and clinical studies, systematic review and meta‐analysis, and clinical practice guideline: a systematic review (2015)Methodological quality (risk of bias) assessment tools for primary and secondary medical studies: what are they and which is better? 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References

  • 2009A typology of reviews: an analysis of 14 review types and associated methodologies10,781 cited
  • 1998The feasibility of creating a checklist for the assessment of the methodological quality both of randomised and non-randomised studies of health care interventions.8,247 cited
  • 2003Reliability of the PEDro Scale for Rating Quality of Randomized Controlled Trials4,799 cited
  • 1996Interactions: Collaboration Skills for School Professionals1,347 cited
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  • 2008An Examination of Co-Teaching197 cited
  • 2009Differential Effects of Peer Tutoring in Co-Taught and Non-Co-Taught Classes: Results for Content Learning and Student-Teacher Interactions147 cited
  • 2017SLP-educator classroom collaboration: A review to inform reason-based practice140 cited
  • 2015The Perspectives of Students With and Without Disabilities on Inclusive Schools100 cited
  • 2013Comparative outcomes of two instructional models for students with learning disabilities: inclusion with co‐teaching and solo‐taught special education98 cited
  • 2014An Exploratory Study of Universal Design for Teaching Chemistry to Students With and Without Disabilities97 cited
  • 2016Teachers’ experiences with co-teaching as a model for inclusive education91 cited
  • 2015Impact of Enhanced Anchored Instruction in Inclusive Math Classrooms91 cited

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  • 2010Inclusion Classrooms and Teachers: A Survey of Current Practices.89 cited
  • 2007Using students’ drawings to elicit general and special educators’ perceptions of co-teaching74 cited
  • 2011Co-Teaching as a School System Strategy for Continuous Improvement67 cited
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