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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.
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.