Academic achievement for students with and without disabilities in co-taught classrooms: a meta-analysis
Academic achievement for students with and without disabilities in co-taught classrooms: a meta-analysis
This meta-analysis examined achievement of students with and without disabilities in co-taught compared to solo-taught general education classes. Using eight databases and six terms, a systematic search of peer-reviewed and gray literatures was conducted. From 99 studies about co-taught students’ achievement, 28 studies met eligibility criteria, including disaggregated data for 21,717 students. Achievement was not significantly higher for students with or without disabilities in co-taught classes. The combined negative effect regarding co-teaching was weak, implying that the achievement of students in co-taught settings did not vary significantly from that of students in solo-taught ones. The sub-group and moderator analyses revealed differences regarding the type of assessment and the meta-analyzed studies’ publication year. Study quality data regarding descriptions of co-teaching, fidelity, and group assignment highlight the need for more rigorously designed and implemented studies. Results are discussed in relation to the prevalence of co-teaching, considering additional factors beyond academic achievement.
Academic achievement, Academic performance, Coteaching, Meta-analysis, Students with disabilities, Students without disabilities
Stefanidis, Abraham
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King-Sears, Margaret E.
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Strogilos, Vasilis
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Berkeley, Sheri
a79d51cf-c97e-49ce-9c3b-295117c20046
DeLury, Melissa
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Voulagka, Anastasia
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14 July 2023
Stefanidis, Abraham
c49e0e4b-e1fb-43fe-b7e6-4c8ef3a97b25
King-Sears, Margaret E.
b76a29a0-7a0d-4f54-92a6-87dcad32ef5e
Strogilos, Vasilis
c3f5776e-d0b6-420f-9e65-730028e939b6
Berkeley, Sheri
a79d51cf-c97e-49ce-9c3b-295117c20046
DeLury, Melissa
ea3a76a5-b735-47f9-810a-48eadf36850c
Voulagka, Anastasia
8b48a8cc-7744-49fb-8a28-4c24f81efded
Stefanidis, Abraham, King-Sears, Margaret E., Strogilos, Vasilis, Berkeley, Sheri, DeLury, Melissa and Voulagka, Anastasia
(2023)
Academic achievement for students with and without disabilities in co-taught classrooms: a meta-analysis.
International Journal of Educational Research, 120, [102208].
(doi:10.1016/j.ijer.2023.102208).
Abstract
This meta-analysis examined achievement of students with and without disabilities in co-taught compared to solo-taught general education classes. Using eight databases and six terms, a systematic search of peer-reviewed and gray literatures was conducted. From 99 studies about co-taught students’ achievement, 28 studies met eligibility criteria, including disaggregated data for 21,717 students. Achievement was not significantly higher for students with or without disabilities in co-taught classes. The combined negative effect regarding co-teaching was weak, implying that the achievement of students in co-taught settings did not vary significantly from that of students in solo-taught ones. The sub-group and moderator analyses revealed differences regarding the type of assessment and the meta-analyzed studies’ publication year. Study quality data regarding descriptions of co-teaching, fidelity, and group assignment highlight the need for more rigorously designed and implemented studies. Results are discussed in relation to the prevalence of co-teaching, considering additional factors beyond academic achievement.
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Meta-analysis-Stefanidis et al 2023 for PURE FINAL
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Text
Meta-analysis-Stefanidis et al 2023 for PURE FINAL
- Accepted Manuscript
Restricted to Repository staff only until 14 July 2025.
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More information
Accepted/In Press date: 17 June 2023
Published date: 14 July 2023
Additional Information:
Funding Information:
We express appreciation to Alicia Cooper Ellis, Dung Ngo, and Kylee Vasil for their contributions as we were completing this work.
Publisher Copyright:
© 2023
Keywords:
Academic achievement, Academic performance, Coteaching, Meta-analysis, Students with disabilities, Students without disabilities
Identifiers
Local EPrints ID: 482123
URI: http://eprints.soton.ac.uk/id/eprint/482123
ISSN: 0883-0355
PURE UUID: caf5fcf5-1173-4d22-b6a3-560761e9134d
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Date deposited: 19 Sep 2023 17:06
Last modified: 21 Mar 2024 03:01
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Contributors
Author:
Abraham Stefanidis
Author:
Margaret E. King-Sears
Author:
Sheri Berkeley
Author:
Melissa DeLury
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