What do High School Students Think About Co-Teaching in Science Classrooms?

Students’ Perceptions of Instruction in Co-Teaching Classrooms: A Systematic Literature Review and Thematic Analysis

“…Of the nine studies that did report race or ethnicity, a total of 788 participants were involved. Participants were reported as White ( n = 380), Black ( n = 195), American Indian ( n = 0), Asian ( n = 33; Bessette, 2008; Connolly, 2011; Dozier, 2005; Leafstedt et al, 2007; Preston-Smith et al, 2020; Williams, 2014), Latino/Latina ( n = 118; Connolly, 2011; Dozier, 2005; King-Sears & Strogilos, 2020; Leafstedt et al, 2007; Preston-Smith et al, 2020; Rosati, 2009; Strogilos & King-Sears, 2019; Williams, 2014), Native Hawaiian/Pacific Islander ( n = 0), and multiracial ( n = 62; Bessette, 2008; Dozier, 2005; Preston-Smith et al, 2020; Williams, 2014). Only one study reported socioeconomic status for individual participants (Strogilos & King-Sears, 2019).…”

High School Co-Teaching Partners’ Self-Efficacy, Personal Compatibility, and Active Involvement in Instruction

“…For example, general educators may be hesitant to change how they teach for one class period when they teach multiple sections of the subject. Also, previous research has noted general educators’ concerns that special educators do not know the high school content (Isherwood et al, 2011; Ornelles et al, 2007), which has implications for how administrators decide to partner co-teachers together, or ensure content competencies are acquired by both co-teachers (Preston-Smith et al, 2020; Kamens et al, 2013). Another administrative action is keeping teams intact across years.…”

“…Nonetheless, because high school students with LD are nearing the end of their public education, it is imperative that special educators ensure specialized instruction occurs (Crockett et al, 2012), such as for reading comprehension (Hall et al, 2015;Kaldenberg et al, 2015). Special educators can deliver specialized instruction via employing the station teaching or alternative models, which situates their instruction with small groups of students (King-Sears et al, 2020;Murawski, 2006). Using these models fosters instruction on subject vocabulary, strategy interventions, and other Individualized Education Program (IEP) content that promotes students' competence and independence (Kuder, 2017;Wexler et al, 2018).…”

“…For example, co-teachers who have similar philosophies on instruction and classroom management may volunteer to co-teach together (Bouck, 2007). In other research, middle school algebra co-teachers rated their coteaching relationship high on a good working relationship, positive communication, and parity (King-Sears et al, 2020). Parity, which speaks to the amount of active involvement each co-teaching partner has in instruction, is often lacking in co-teaching relationships, with the general education co-teacher controlling instruction and evidence of individualized and differentiated instruction rare (Bessette, 2008;Harbort et al, 2007;Scruggs et al, 2007).…”

“…For future research, investigations of co-teaching teams may provide insights that research on individual co-teachers does not. Although some studies feature co-teaching teams (Embury & Dinnesen, 2012;Wexler et al, 2018), most include few teams (King-Sears et al, 2014, King-Sears et al, 2020van Hover et al, 2012) or rely solely on individual co-teachers (Fennick & Liddy, 2001;Keefe & Moore, 2004;Preston-Smith et al, 2020;Stefanidis & Strogilos, 2015). Future research using APIM to analyze data from intact co-teaching teams can provide insight into co-teachers' behaviors and how those behaviors are affected by characteristics of themselves and their partners.…”