Co-Teaching (Collaborative Teaching Model) Benefits Students Socially,

¶ … Co-Teaching (Collaborative Teaching Model) Benefits Students Socially, Academically or Behaviorally.

Co-teaching or collaborative teaching is a method of delivery that involves delivering instruction to students in a diverse environment. Typically two or more teachers are employed in a co-teaching classroom. At this point in time the literature available on co-teaching suggests that co-teaching may have positive effects on students, particularly from a social and academic viewpoint. However all of the authors surveyed suggested that further systematic and empirical studies must be explored to fully examine the benefits or negative effects co-teaching has on the classroom.

Murawski & Swanson (2001) conduct a meta analysis to synthesis data-based articles related to co-teaching. Specifically the researchers intent is to examine the effects co-teaching has on the general and special education personnel and students. In particular the professionals show interest in finding new methods for increasing teacher efficiency for meeting the needs of students including those with mild to moderate disabilities. One commonly adopted delivery service choice for special education teachers is a collaborative teaching model.

The researchers cite Cook & Friend (1995) who suggest that co-teaching may be defined as "two or more professionals delivering substantive instruction to a diverse or blended group of students in a single physical space" (Murawski & Swanson, 258). Alternate teaching methods according to Cook & Friend that are examined with respect to enhancing delivery include assistive teaching, parallel teaching, team teaching and alternative teaching. The results of the analysis conducted by Murawski and Swanson suggest that co-teaching is "moderately effective" for "influencing student outcomes" whether behaviorally, socially or academically (258). Among the more commonly cited benefits collaborative teaching has to offer both general and special education students according to the researchers include "positive social outcomes" (Murawski & Swanson, 258).

The researchers note however that at the time of the study little empirical research exited directly supporting collaborative teaching as a tool for improving academic outcomes. The authors conclude that additional research is necessary for co-teaching to be considered "a valid service delivery option" for special education students in particular (Murawski & Swanson, 258). Lastly the researchers note some problems with co-teaching include a lack of a clear definition between general and special education teachers as to what constitutes co-teaching, and other factors that may influence student success such as teacher personality.

Gerber & Popp (2000) in their article point out that despite a growing interest in collaborative teaching, little "systematic" evidence exists that supports whether this model of teaching is effective or not for raising student achievement (229). These researchers cite a popular definition of co-teaching which suggests it is an educational approach where special and general education teachers come together to coordinate "academically and behaviorally heterogeneous groups of students in integrated settings" (Gerber & Popp, 229).

There is however a large body of research according to the authors that defines methods for using co-teaching correctly in the classroom. Most of the data that is available according to Gerber & Popp (2000) does support collaborative teaching as a method for improving some academic performance "with most students with LD showing academic gains, augmented self-esteem, reduced social stigma and general parental satisfaction" (229). Other benefits cited by the researchers include improved teacher performance and a general sense of enthusiasm among students for a co-teaching model.

Through research the authors also recommend multiple improvements to current collaborative teaching efforts including limiting the number of students with disabilities in classes and maintaining multiple service delivery options in conjunction with collaborative approaches.

Austin (2001) conducts a study investigating the effects of co-teaching on teachers and the factors affecting collaborative teaching, which may include "effective strategies, teacher preparations and school-based supports" (245). His research suggests that more research needs to be conducted on the effects of co-teaching on students. The author finds from multiple studies and interviews with teachers that co-teaching may be most effective in English and language arts classes, where students appear more open to participation and find classes more rewarding socially and academically.

These classes, according to the author, provide "greater opportunity for student participation and interaction with students" and are for many students more comfortable and familiar subjects, breeding greater discourse in the classroom (Austin, 245). Most of the teachers interviewed in Austin's study suggest that co-teaching "contributed positive to the academic development of all students," a fact that contrasts with some research suggesting otherwise (Austin, 245).