Co-teaching as a resource for inclusive classes: teachers’ perspectives on conditions for successful collaboration

References

• Amrhein, B., B. Lütje-Klose, and S. Miller. 2015. “Das Bielefelder Modell der integrierten Sonderpädagogik - Wege aus dem Dilemma des Aufbaus einer inklusionssensiblen Lehrerbildung.” [The Bielefeld Model of Integrating Special Education - A Way to Overcome the Dilemma of Building a Teacher Education that is Sensitive to Inclusion.] In Jahrbuch Schulleitung 2015 [Yearbook school administration 2015], edited by S. G. Huber, 224–240. Köln, DE: Wolters Kluwer.
   Google Scholar
• Arndt, A.-K., and R. Werning. 2016. “Unterrichtsbezogene Kooperation von Regelschullehrkräften und Sonderpädagog/innen im Kontext inklusiver Schulentwicklung. Implikationen für die Professionalisierung.” [Cooperation between Regular Teachers and Special Education Teachers in Class in the Context of Inclusive School Development. Implications for Professionalisation.] In Schulische Inklusion [Inclusive Schooling], edited by V. Moser, and B. Lütje-Klose, 160–174. Weinheim, Basel, DE: Beltz Juventa.
   Google Scholar
• Autorengruppe Bildungsberichterstattung. 2018. Bildung in Deutschland 2018 [Education in Germany in 2018]. https://www.bildungsbericht.de/de/bildungsberichte-seit-2006/bildungsbericht-2018/pdf-bildungsbericht-2018/bildungsbericht-2018.pdf.
   Google Scholar
• Baeten, M., and M. Simons. 2014. “Student Teachers’ Team Teaching: Models, Effects, and Conditions for Implementation.” Teaching and Teacher Education 41: 92–110. doi:10.1016/j.tate.2014.03.010.
   Web of Science ®Google Scholar
• Borsch, F. 2018. Alle Lernen Gemeinsam! [All students learn together]. Göttingen, DE: Vandehoeck & Ruprecht.
   Google Scholar
• Both, T., and M. Ainscow. 2019. Index für Inklusion: Ein Leitfaden für Schulentwicklung [Index for Inclusion: A Guideline for School Development]. Weinheim, DE: Beltz.
   Google Scholar
• Carter, N., M. A. Prater, A. Jackson, and M. Marchant. 2009. “Educator’s Perceptions of Collaborative Planning Processes for Students with Disabilities.” Preventing School Failure: Alternative Education for Children and Youth 54: 60–70. doi:10.3200/PSFL.54.1.60-70.
   Google Scholar
• Clandinin, D. J., and F. M. Connelly. 1996. “Teachers’ Professional Knowledge Landscapes: Teacher Stories. Stories of Teachers. School Stories. Stories of Schools.” Educational Researcher 25: 24–30.
   Google Scholar
• De Vroey, A., E. Struyf, and K. Petry. 2016. “Secondary Schools Included: a Literature Review.” International Journal of Inclusive Education 20: 109–135. doi:10.1080/13603116.2015.1075609.
   Web of Science ®Google Scholar
• Drossel, K., and A. S. Willems. 2014. “Zum Zusammenhang von Formen der Lehrerkooperation, des Schulleitungshandelns und des Kooperationsklimas an Ganztagsgymnasien.” [On the Relations between Teacher Cooperation, School Manangement, and the Climate of Cooperation in Full-Time Secondary Schools.] In Empirische Bildungsforschung und evidenzbasierte Reformen im Bildungswesen [Empirical Educational Research and Evidence-Based Reforms in Education], edited by K. Drossel, R. Strietholt, and W. Bos, 129–154. Münster, DE: Waxmann.
   Google Scholar
• Faraclas, K. L. 2018. “A Professional Development Training Module for Improving co-Teaching Performance.” International Journal of Special Education 33: 524–540.
   Web of Science ®Google Scholar
• Flick, U. 2019. “Gütekriterien qualitativer Sozialforschung.” [Quality Criteria for Qualitative Methods in Social Sciences.] In Handbuch Methoden der empirischen Sozialforschung [Handbook of Methods in Empirical Social Sciences], edited by N. Baur, and J. Blasius, 473–488. Wiesbaden, DE: Springer.
   Google Scholar
• Flick, U., E. von Kardorff, and I. Steinke. 2004. A Companion to Qualitative Research. London, Thousand Oaks, New Delhi: Sage.
   Google Scholar
• Friend, M., and L. Cook. 2010. Interactions: Collaboration Skills for School Professionals. 6th ed. Columbus, OH: Merrill.
   Google Scholar
• Friend, M., L. Cook, D. Hurley-Chamberlain, and C. Shamberger. 2010. “Co-teaching: An Illustration of the Complexity of Collaboration in Special Education.” Journal of Educational and Psychological Consultation 20: 9–27. doi:10.1080/10474410903535380.
   Web of Science ®Google Scholar
• Gebhard, S., C. Happe, M. Paape, J. Riestenpatt, A. Vägler, K. Wollenweber, and A. Castello. 2014. “Merkmale und Bewertung der Kooperation von Sonderpädagogen und Regelschullehrkräften in Inklusiven Unterrichtssettings.” [Charactersitics and Assessment of Collaboration between Teachers and Special Educators in Inclusive Classrooms.]. Empirische Sonderpädagogik 2014 (1): 17–32.
   Google Scholar
• Gräsel, C., K. Fußangel, and C. Pröbstel. 2006. “Lehrkräfte zur Kooperation anregen - eine Aufgabe für Sisyphos.” [Encouraging teachers’ cooperation: A Sisyphean task.] Zeitschrift für Pädagogik 52: 205–219.
   Google Scholar
• Hardy, I., and S. Woodcock. 2015. “Inclusive Education Policies: Discourses of Difference, Diversity and Deficit.” International Journal of Inclusive Education 19: 141–164. doi:10.1080/13603116.2014.908965.
   Web of Science ®Google Scholar
• Heimlich, U. 2019. Inklusive Pädagogik [Inclusive education]. Suttgart, DE: Kohlhammer.
   Google Scholar
• Hellmich, F., F. Hoya, G. Görel, and S. Schwab. 2017. “Unter welchen Voraussetzungen kooperieren Grundschullehrkräfte im inklusiven Unterricht? Eine Studie zu den Bedingungen der Kooperationsbereitschaft von Grundschullehrerinnen und -lehrern im inklusiven Unterricht.” [Under Which Conditions Do Primary School Teachers Cooperate in Inclusive Education? - A Study on the Prerequisites of Primary School Teachers’ Willingness to Cooperate in Inclusive Education]. Empirische Sonderpädagogik 2017 (1): 36–51.
   Google Scholar
• Jurkowski, S., and B. Müller. 2018. “Teaching in Inclusive Settings: The Development of Multi-Professional Cooperation in Teaching Dyads.” Teaching and Teacher Education 75: 224–231. doi:10.1016/j.tate.2018.06.017.
   Web of Science ®Google Scholar
• Klemm, K. 2015. Inklusion in Deutschland: Daten und Fakten [Data and facts on inclusive education in Germany]. Gütersloh, DE: Bertelsmann Stiftung.
   Google Scholar
• Kohler-Evans, P. A. 2006. “Co-teaching: How to Make This Marriage Work in Front of the Kids.” Education 127: 260–264.
   Google Scholar
• Lindacher, T. 2020. “Perceptions of Regular and Special Education Teachers of Their own and Their co-Teacher’s Instructional Responsibilities in Inclusive Education: A Case Study.” Improving Schools, doi:10.1177/1365480220906697.
   Web of Science ®Google Scholar
• Little, J. W. 1990. “The Persistence of Privacy: Autonomy and Initiative in Teachers’ Professional Relations.” Teachers College Record 91: 509–536. doi: 10.1177/016146819009100403
   Web of Science ®Google Scholar
• Lütje-Klose, B. and P. Neumann. 2018. “Professionalisierung für eine inklusive Schule.” [Professionalization for Inclusive Schooling.] In Basiswissen Lehrerbildung: Inklusion in Schule und Unterricht [Basic Knowledge for Teacher Training: Inclusion in Schools and in Class], edited by B. Lütje-Klose, T. Riecke-Baulecke, and R. Werning, 129–151. Seelze, DE: Kallmeyer.
   Google Scholar
• Lütje-Klose, B., B. Serke, S. K. Hunger, and E. Wilde. 2016. “Gestaltung kooperativer Prozesse und Schulstrukturen als Merkmal effektiver Unterrichtung von Schülerinnen und Schülern mit sonderpädagogischem Förderbedarf Lernen.” [Implementing Cooperative Processes and School Structures as a Characteristic of Effective Instructions for Students with Special Needs in Learning.] In Netzwerke im Bildungsbereich: Vol. 9. Kooperation im Kontext schulischer Heterogenität [Networks in Education: Vol. 9. Cooperation in the Context of Heterogeneity in School], edited by A. Kreis, J. Wick, and C. Korosok Labhart, 109–126. Münster, DE, and New York, NY: Waxmann.
   Google Scholar
• Magiera, K., C. Smith, N. Zigmond, and K. Gebaner. 2005. “Benefits of co-Teaching in Secondary Mathematics Classes.” Teaching Exceptional Children 37: 20–24. doi:10.1177/004005990503700303.
   Google Scholar
• Manset, G., and M. I. Semmel. 1997. “Are Inclusive Programs for Students with Mild Disabilities Effective? A Comparative Review of Model Programs.” The Journal of Special Education 31: 155–180. doi: 10.1177/002246699703100201
   Web of Science ®Google Scholar
• Massenkeil, J., and M. Rothland. 2016. “Kollegiale Kooperation im Lehrerberuf. Überblick und Systematisierung aktueller Forschung.” [Collegial Cooperation in the Teaching Profession.] Schulpädagogik 13: 1–28.
   Google Scholar
• Mayring, P. 2014. Qualitative Content Analysis: Theoretical Foundation, Basic Procedures and Software Solution. https://nbn-resolving.org/urn:nbn:de:0168-ssoar-395173.
   Google Scholar
• Mulholland, M., and U. O’Connor. 2016. “Collaborative Classroom Practice for Inclusion: Perspectives of Classroom Teachers and Learning Support/Resource Teachers.” International Journal of Inclusive Education 20: 1070–1083. doi:10.1080/13603116.2016.1145266.
   Web of Science ®Google Scholar
• Murawski, W. W., and H. L. Swanson. 2001. “A Meta-Analysis of co-Teaching Research: Where are the Data?” Remedial and Special Education 22: 258–267. doi:10.1177/074193250102200501.
   Web of Science ®Google Scholar
• Murray, C. 2004. “Clarifying Collaborative Roles in Urban High Schools.” Teaching Exceptional Children 36: 44–51. doi:10.1177/004005990403600506.
   Google Scholar
• Pancsofar, N., and N. P. Petroff. 2016. “Teachers’ Experiences with co-Teaching as a Model for Inclusive Education.” International Journal of Inclusive Education 20: 1043–1053. doi:10.1080/13603116.2016.1145264.
   Web of Science ®Google Scholar
• Pratt, S. 2014. “Achieving Symbiosis: Working Through Challenges Found in co-Teaching to Achieve Effective co-Teaching Relationships.” Teaching and Teacher Education 41: 1–12. doi:10.1016/j.tate.2014.02.006.
   Web of Science ®Google Scholar
• Rice, D., and N. Zigmond. 2000. “Co-teaching in Secondary Schools: Teacher Reports of Development in Australian and American Classrooms.” Learning Disabilities Research and Practice 15: 190–197. doi:10.1207/SLDRP1504_3.
   Google Scholar
• Richter, D., and H. A. Pant. 2016. Lehrerkooperation in Deutschland. Eine Studie zu Kooperativen Arbeitsbeziehungen bei Lehrkräften der Sekundarstufe I [Teacher cooperation in Germany. A study on the cooperation behavior of lower-secondary education teachers]. Gütersloh, DE: Bertelsmann Stiftung.
   Google Scholar
• Rouse, M., and L. Florian. 1996. “Effective Inclusive Schools: A Study in two Countries.” Cambridge Journal of Education 26: 71–85. doi:10.1080/0305764960260106.
   Google Scholar
• Ruijs, N. M., and T. T. D. Peetsma. 2009. “Effects of Inclusion on Students with and Without Special Educational Needs Reviewed.” Educational Research Review 4: 67–79. doi:10.1016/j.edurev.2009.02.002.
   Web of Science ®Google Scholar
• Ruijs, N. M., I. Van der Veen, and T. T. D. Peetsma. 2010. “Inclusive Education and Students Without Special Educational Needs.” Educational Research 52: 351–390. doi:10.1080/00131881.2010.524749.
   Web of Science ®Google Scholar
• Rytivaara, A., and R. Kershner. 2012. “Co-teaching as a Context for Teachers’ Professional Learning and Joint Knowledge Construction.” Teaching and Teacher Education 28: 999–1008. doi:10.1016/j.tate.2012.05.006.
   Web of Science ®Google Scholar
• Rytivaara, A., J. Pulkkinen, and C. L. de Bruin. 2019. “Committing, Engaging, and Negotiating: Teachers’ Stories About Creating Shared Spaces for co-Teaching.” Teaching and Teacher Education 83: 225–235. doi:10.1016/j.tate.2019.04.013.
   Web of Science ®Google Scholar
• Sallat, S., A. Schuchort, C. Steinert, and D. Stoll. 2018. “Transfer Sonderpädagogischer Perspektiven in Fachdidaktik und Bildungswissenschaft.” [Integrating the Perspective of Special Education into the Discipline of Teaching Methodology and Educational Science.] In Inklusion im Dialog: Fachdidaktik - Erziehungswissenschaft - Sonderpädagogik [Discourse on Inclusion: Teaching Methodology - Educational Science - Special Education], edited by A. Langner, 242–248. Bad Heilbrunn, DE: Klinkhardt.
   Google Scholar
• Santoli, S. P., J. Sachs, E. A. Romey, and S. McClurg. 2008. “A Successful Formula for Middle-School Inclusion: Collaboration, Planning Time, and Administrative Support.” Research on Middle Level Education Online 32: 1–13.
   Google Scholar
• Scruggs, T. E., M. A. Mastropieri, and K. A. McDuffie. 2007. “Co-teaching in Inclusive Classrooms: A Metasynthesis of Qualitative Research.” Council for Exceptional Children 73: 392–416. doi:10.1177/001440290707300401.
   Web of Science ®Google Scholar
• Solis, M., S. Vaughn, E. Swanson, and L. McCulley. 2012. “Collaborative Models of Instruction: The Empirical Foundations of Inclusion and co-Teaching.” Psychology in the Schools 49: 498–510. doi:10.1002/pits.21606.
   Web of Science ®Google Scholar
• Strieker, T., K. Logan, and K. Kuhel. 2012. “Effects of job-Embedded Professional Development on Inclusion of Students with Disabilities in Content Area Classrooms: Results of a Three-Year Study.” International Journal of Inclusive Education 16: 1047–1065. doi:10.1080/13603116.2010.538868.
   Web of Science ®Google Scholar
• Tuckman, B. W. 1965. “Developmental Sequence in Small Groups.” Psychological Bulletin 63: 384–399. doi:10.1037/h0022100.
   PubMed Web of Science ®Google Scholar
• UNESCO. 1994. The Salamanca Statement and Framework for Action on Special Needs Education. Adopted by the World Conference on Special Needs Education: Access and Quality. http://www.unesco.org/education/pdf/SALAMA_E.PDF.
   Google Scholar
• UNESCO. 2011. International Standard Classification of Education (ISCED). http://uis.unesco.org/en/topic/international-standard-classification-education-isced.
   Google Scholar
• Werning, R., and M. Avci-Werning. 2015. Herausforderung Inklusion in Schule und Unterricht [The Challenge of Inclusion in Schools and Lessons]. Seelze, DE: Kallmeyer.
   Google Scholar