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Research

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Murawski, W.W., & Lochner, W.W. (2011). Observing co-teaching: What to look for, listen for, and ask for. Intervention in School and Clinic, 46(3), 174-183.

Abstract

Schools are becoming more inclusive in nature and many students with disabilities are having their needs met in the general education classrooms. Co-teaching is a service delivery option for meeting those needs. However, many administrators and supervisors do not have the skills or background for knowing how to observe and collect feedback. This article provides supervisors with clear guidelines on what to look for, listen for, and ask for to improve co-teaching outcomes.

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Murawski, W.W. (2012). 10 tips for co-planning more efficiently. Teaching Exceptional Children, 44(4), 8-15.

Abstract

Co-teaching is a service delivery option for meeting the needs of students with disabilities in a general education class. Co-teaching involves two or more professionals working collaboratively in the same class. Murawski (2003) clarified that co-teaching requires "co-planning, co-instructing, and co-assessing". Yet the research shows that co-planning is not occurring and, when time is provided, it is not used efficiently. This article provides co-teachers with clear strategies for using co-planning time efficiently and strategically using a What/How/Who format.

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Murawski, W. W., & Goodwin, V. A. (2014). Effective inclusive schools and the co-teaching conundrum. In J. McLeskey, N. L. Waldron, F. Spooner, & B. Algozzine (Eds.), Handbook of research and practice for inclusive schools (pp. 289-305). New York: Routledge.

Abstract

Although teachers have been working together for decades, research on the actual implementation and outcomes related to co-teaching as a preferred practice remains confusing at best. This chapter provides a brief synopsis of what is known about co-teaching, which can ultimately be viewed as a three c’s conundrum related to research and practice: confusion, contradiction, and cautious optimism.

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Murawski, W.W. (2009). Collaborative Teaching in Secondary Schools. Thousand Oaks, CA: Corwin Press.

Abstract

Many districts across the nation are incorporating co-teaching into their schools in order to create the best learning environment for all students. This practical, easy-to-use resource offers administrators and teachers a wealth of strategies and tools for setting up, conducting, and maintaining a successful co-teaching relationship that addresses the diverse needs in today's inclusive classrooms. Offered in a lighthearted, humorous manner that compares the co-teaching relationship to a marriage, this comprehensive guide provides substantive, field-tested differentiation and application strategies strongly supported by research and years of expert, hands-on experience. Numerous replicable forms, worksheets, checklists, and examples are included as well as helpful references, Web sites, co-teaching scenarios and case studies, and much more. Each chapter is packed with straightforward ideas for:Dealing with difficult contentMastering scheduling challenges and personality conflictsSetting roles and responsibilities Various approaches for co-instructionCo-planning and co-assessementThis resource is ideal for helping schools improve current programs or as a reference for teachers who have no experience with co-teaching and are ready to initiate a new relationship.

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Murawski, W.W. (2010). Collaborative Teaching in Elementary Schools. Thousand Oaks, CA: Corwin Press.

Abstract

Using the metaphor of marriage, this lighthearted, highly practical, and teacher-friendly resource from the author of Collaborative Teaching in Secondary Schools provides readers with the tools to successfully set up, conduct, and successfully maintain co-teaching partnerships in any learning environment.Based on the author's extensive experience, this book blends solid educational research and literature with lighthearted humor to help readers nurture co-teaching partnerships through the stages of co-planning, co-instructing, and co-assessing. Divided into four relationship stages, each section offers: Case studies and scenarios of co-teachers in action Field-tested instructional and behavioral strategies with authentic examplesSelf-assessments to determine teachers' readiness to proceed to the next step in the co-teaching relationshipInformation on the role of the administrator and how to communicate with parentsNumerous reproducibles, helpful Web sites, and a list of teacher resourcesCollaborative Teaching in Elementary Schools is an easy-to-access, one-stop guide for schools getting started with co-teaching or looking to refine their existing programs.

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Murawski, W.W. & Spencer, S. (2011). Collaborate, Communicate, & Differentiate! How to increase student learning in today's diverse schools. Thousand Oaks, CA: Corwin Press.

Abstract

Teachers in both general and special education classrooms are being asked to collaborate to give all students access to the general education curriculum. The challenge is that teachers receive very little training in how to work together to educate students successfully. Do you wonder how to get started, how much time it will take, and what the results will be? Collaborate, Communicate, and Differentiate! addresses those issues and more, taking collaboration out of the abstract and supplying easy-to-use strategies that apply to daily tasks such asPlanning and differentiating instruction Communicating with families Using Universal Design for Learning to form instructionAssessing students with diverse backgrounds and abilitiesCo-teachingCoordinating with all staff membersThis reader-friendly text ties each strategy to the goal of improving student outcomes. Included are vignettes, In a Nutshell and Eye on the Research quick-reference guides, reproducible forms, Principal Points to share with administrators, and a companion website. Educators who have wondered how to make collaboration reasonable, feasible, and time-efficient will find the answers in this book!

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Murawski, W.W. & Dieker, L.A. (2013). Leading the co-teaching dance: Leadership strategies to enhance team outcomes. Arlington, VA: Council for Exceptional Children.

Abstract

This invaluable resource provides school leaders with the strategies, resources, best practices, techniques, and materials they will need to establish and maintain successful co-teaching teams in their schools. Murawski and Dieker draw on their own extensive experience and research to address the critical key factors: defining what co-teaching is and is not; understanding the menu of options and the benefits of co-teaching, the 5 keys to co-teaching and to leading co-teaching; developing the school culture and necessary structure to support co-teaching; scheduling strategies; planning strategies; implementing co-teaching and understanding co-instruction; observation and feedback; data collection; institutionalizing co-teaching; and disseminating your success.

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