Citations (28)
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Gülcihan Yazçayır & Hasan Gürgür. (2023) Towards an understanding of resource room teaching practices: a case study of a middle school in Turkey. Education 3-13 51:8, pages 1229-1244.
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Anna Rytivaara, Jonna Pulkkinen & Iines Palmu. (2023) Learning about students in co-teaching teams. International Journal of Inclusive Education 27:7, pages 803-818.
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Cristina Petreñas, Ignasi Puigdellívol & Andrea Jardí. (2021) Do educational support policies always favour overcoming inequalities? The situation in Spain. Disability & Society 36:8, pages 1308-1331.
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Eunjoo Kim & Sharon M. Pratt. (2021) The Impact on Pre-service Teachers’ Perceptions toward Co-Teaching from Being a Learner in Co-taught College Courses. Action in Teacher Education 43:3, pages 301-320.
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Frank Hellmich, Fabian Hoya, Jan Roland Schulze & Eva Blumberg. (2021) Effects of pre-service teachers’ collaboration on children’s competencies and motivation in (non-)inclusive primary school science lessons. International Journal of Inclusive Education 0:0, pages 1-15.
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Teresa Iacono, Oriane Landry, Ana Garcia-Melgar, Jo Spong, Nerida Hyett, Kerryn Bagley & Carol McKinstry. (2021) A systematized review of co-teaching efficacy in enhancing inclusive education for students with disability. International Journal of Inclusive Education 0:0, pages 1-15.
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Dina Tsybulsky. (2019) The team teaching experiences of pre-service science teachers implementing PBL in elementary school. Journal of Education for Teaching 45:3, pages 244-261.
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Kerstin Göransson & Claes Nilholm. (2014) Conceptual diversities and empirical shortcomings – a critical analysis of research on inclusive education. European Journal of Special Needs Education 29:3, pages 265-280.
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Articles from other publishers (20)
Sharon Chang & A. Lin Goodwin. (2023) Learning to co-teach: understanding the co- in a mentored co-teaching activity. Journal of Professional Capital and Community 8:4, pages 299-312.
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Dries Mariën, Ruben Vanderlinde & Elke Struyf. (2023) Teaching in a Shared Classroom: Unveiling the Effective Teaching Behavior of Beginning Team Teaching Teams Using a Qualitative Approach. Education Sciences 13:11, pages 1075.
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Parisa Sabaghi & Mona Tabatabaee-Yazdi. (2023) Online Team Teaching as the Predictive Power of Iranian EFL Learners’ Grammar Achievement. Innovare Journal of Education, pages 8-15.
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Vasilis Strogilos, Margaret E. King-Sears, Eleni Tragoulia, Anastasia Voulagka & Abraham Stefanidis. (2023) A meta-synthesis of co-teaching students with and without disabilities. Educational Research Review 38, pages 100504.
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Grzegorz Szumski. (2022) Co-teaching in Polish primary schools: model of cooperation and benefi ts for students. Problemy Opiekuńczo-Wychowawcze 610:5, pages 54-65.
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Rachel B. Mabasa-Manganyi. (2022) Factors influencing foundation phase rural teachers’ understanding and practices in selecting inclusive teaching strategies. South African Journal of Childhood Education 12:1.
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Ida Ayu Made Sri Widiastuti, Ni Wayan Krismayani, Ni Made Wersi Murtini, Ida Bagus Nyoman Mantra & Heru Sukoco. (2022) Communication, Inquiring, Networking, Teaching, Applying (CINTA) as an Effective Learning Model to Improve Students‟ Critical and Creative Thinking Skills. International Journal of Information and Education Technology 12:12, pages 1337-1344.
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Jorge Rojo-Ramos, Fernando Manzano-Redondo, Sabina Barrios-Fernandez, Miguel A. Garcia-Gordillo & Jose Carmelo Adsuar. (2021) A Descriptive Study of Specialist and Non-Specialist Teachers’ Preparation towards Educational Inclusion. International Journal of Environmental Research and Public Health 18:14, pages 7428.
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Kader Bilican, Valarie Akerson & Vanashri Nargund. (2020) Learning by Teaching: a Case Study of Co-teaching to Enhance Nature of Science Pedagogy, Successes, and Challenges. International Journal of Science and Mathematics Education 19:5, pages 957-976.
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Anna Rytivaara, Jonna Pulkkinen & Catriona L. de Bruin. (2019) Committing, engaging and negotiating: Teachers’ stories about creating shared spaces for co-teaching. Teaching and Teacher Education 83, pages 225-235.
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Abraham Stefanidis, Margaret E. King‐Sears & Anne Brawand. (2018) Benefits for coteachers of students with disabilities: Do contextual factors matter?. Psychology in the Schools 56:4, pages 539-553.
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Audrey Carty & Ann Marie Farrell. (2018) Co‐teaching in a mainstream post‐primary mathematics classroom: an evaluation of models of co‐teaching from the perspective of the teachers. Support for Learning 33:2, pages 101-121.
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Gabriela Gómez-Zepeda, Cristina Petreñas, Dorys Sabando & Ignasi Puigdellívol. (2017) The role of the Support and Attention to Diversity Teacher (SADT) from a community-based perspective: Promoting educational success and educational inclusion for all. Teaching and Teacher Education 64, pages 127-138.
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Wayne Sailor. (2014) Advances in Schoolwide Inclusive School Reform. Remedial and Special Education 36:2, pages 94-99.
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Donna M. Ploessl & Marcia L. Rock. (2014) eCoaching: The Effects on Co-Teachers’ Planning and Instruction. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 37:3, pages 191-215.
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Marlies Baeten & Mathea Simons. (2014) Student teachers' team teaching: Models, effects, and conditions for implementation. Teaching and Teacher Education 41, pages 92-110.
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Margus Pedaste, Küllike Pedaste, Karin Lukk, Pille Villems & Raili Allas. (2014) A Model of Innovation Schools: Estonian Case-study. Procedia - Social and Behavioral Sciences 112, pages 418-427.
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Órla Ní Bhroin. (2013) Questions to assess learning as a communicative routine for inclusion. British Journal of Special Education 40:3, pages 114-123.
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