Call for Manuscripts

Adams, L. & Cessna, K. (1993). Metaphors of the co-taught classroom, Preventing School Failure: Alternative Education for Children and Youth, 37(4), 28–31. https://doi.org/10.1080/1045988X.1993.9944615

Bacharach, N., Heck, T. W., & Dahlberg, K. (2010). Changing the face of student teaching through co-teaching. Action in Teacher Education, 32(1), 3–14. https://doi.org/10.1080/01626620.2010.10463538

Bauwens, J., Hourcade, J. J., & Friend, M. (1989). Cooperative teaching: A model for general and special education integration. Remedial and Special Education, 10(2), 17–22. https://doi.org/10.1177/074193258901000205

Brinkmann, J., & Twiford, T. (2012). Voices from the field: Skill sets needed for effective collaboration and co-teaching. International Journal of Educational Leadership Preparation, 7(3), 1–13.

Chitiyo, J., & Brinda, W. (2018). Teacher preparedness in the use of co‐teaching in inclusive classrooms. Support for Learning, 33(1), 38–51. https://doi.org/10.1111/1467-9604.12190

Collins, B. C. (2012). Systematic instruction for students with moderate and severe disabilities. Baltimore, MD: Brookes.

Conderman, G., & Hedin, L. R. (2014). Co-teaching with strategy instruction. Intervention in School and Clinic, 49(3), 156–163. https://doi.org/10.1177/1053451213496158

Cook, L., & Friend. M. (1995). Co-teaching: Guidelines for creating effective practices. Focus on Exceptional Children, 28(3), 1–16. https://doi.org/10.17161/foec.v28i3.6852

Dieker, L. A., & Murawski, W. W. (2003). Co-teaching at the secondary level: Unique issues, current trends, and suggestions for success. High School Journal, 86(4), 1–13. https://doi.org/10.1353/hsj.2003.0007

Friend, M. (2019). Co-teach! Building and sustaining effective classroom partnerships in inclusive schools (3rd ed.). Washington DC: Marilyn Friend, Inc.

Friend, M., & Barron, T. (2018). Collaborating with colleagues to increase student success. In J. McLeskey, L. Maheady, B. Billingsley, M. T. Brownell, & T. J. Lewis (Eds.), High leverage practices for inclusive classrooms (pp. 3–14). New York, NY: Routledge.

Friend, M., & Barron, T. (2019). Specially designed instruction in co-teaching: Maximizing student outcomes by intensifying teaching and learning. Washington, DC: Marilyn Friend, Inc.

Friend, M., & Cook, L. (2013). Interactions: Collaboration skills for school professionals (7th ed.). Upper Saddle River, NJ: Pearson.

Friend, M., Cook, L., Hurley-Chamberlain, D., & Shamberger, C. (2010). Co-teaching: An illustration of the complexity of collaboration in special education. Journal of Educational and Psychological Consultation, 20(1), 9–27. https://doi.org/10.1080/10474410903535380

Friend, M., Reising, M., & Cook, L. (1993). Co-teaching: An overview of the past, a glimpse at the present, and considerations for the future. Preventing School Failure, 37(4), 6–10. https://doi.org/10.1080/1045988X.1993.9944611

Gately, S. E., & Gately, F. J. (2001). Understanding coteaching components. Teaching Exceptional Children, 33(4), 40–47. https://doi.org/10.1177/004005990103300406

Giangreco, M. F., Baumgart, D. M. J., & Doyle, M. B. (1995). How inclusion can facilitate teaching and learning. Intervention in School and Clinic, 30(5), 273–278. https://doi.org/10.1177/105345129503000504

Hohenbrink, J., Johnston, M., & Westhoven, L. (1997). Collaborative teaching of a social studies methods course: Intimidation and change. Journal of Teacher Education, 48(4), 293–300. https://doi.org/10.1177/0022487197048004007

Hoppey, D., & McLeskey, J. (2013). A case study of principal leadership in an effective inclusive school. Journal of Special Education, 46(4), 245–256. https://doi.org/10.1177/0022466910390507

Hoppey, D., & McLeskey, J. (2014). What are qualities of effective inclusive schools? In J. McLeskey, N. L. Waldron, F. Spooner, & B. Algozzine (Eds.), Handbook of effective inclusive schools: Research and practice (pp. 27–39). New York, NY: Routledge.

Hughes, C. E., & Murawski, W. W. (2001). Lessons from another field: Applying coteaching strategies to gifted education. Gifted Child Quarterly, 45(3), 195–204. https://doi.org/10.1177/001698620104500304

Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705–717. https://doi.org/10.1037/0003-066X.57.9.705

McLeskey, J., Landers, E., Hoppey, D., & Williamson, P. (2011). Learning disabilities and the LRE mandate: An examination of national and state trends. Learning Disabilities Research and Practice, 26(2) 60–66. https://doi.org/10.1111/j.1540-5826.2011.00326.x

McLeskey, J., & Waldron, N. (2011). Education programs for students with learning disabilities: Can they be both effective and inclusive? Learning Disabilities Research and Practice, 26(1), 48–57. https://doi.org/10.1111/j.1540-5826.2010.00324.x

McLeskey, J., Waldron, N., & Redd, L. (2014). A case study of a highly effective, inclusive elementary school. Journal of Special Education, 48(1), 59–70. https://doi.org/10.1177/0022466912440455

Murawski, W. W., & Lochner, W. W. (2011). Observing co-teaching: What to ask for, look for, and listen for. Intervention in School and Clinic, 46(3), 174–183. https://doi.org/10.1177/1053451210378165

Roth, W. M., & Tobin, K. G. (2005). Teaching together, learning together. New York, NY: Peter Lang.

Salend, S. J., Johansen, M., Mumper, J., Chase, A. S., Pike, K. M., & Dorney, J. A. (1997). Cooperative teaching: The voices of two teachers. Remedial and Special Education, 18(1), 3–11. https://doi.org/10.1177/074193259701800103

Scruggs, T. E., Mastropieri, M. A., & McDuffie, K. A. (2007). Co-teaching in inclusive classrooms: A metasynthesis of qualitative research. Exceptional Children, 73(4), 392–416. https://doi.org/10.1177/001440290707300401

Smoot, S. L. (2004). An outcome measure for social goals of inclusion. Rural Special Education Quarterly, 23(3), 15–22. https://doi.org/10.1177/875687050402300303

Strogilos, V., & Avramidis, E. (2016). Teaching experiences of students with special educational needs in co‐taught and non‐co‐taught classes. Journal of Research in Special Educational Needs, 16(1), 24–33. https://doi.org/10.1111/1471-3802.12052

Vannest, K. J., & Hagan-Burke, S. (2010). Teacher time use in special education. Remedial and Special Education, 31(2), 126–142. https://doi.org/10.1177/0741932508327459

Walther-Thomas, C. S. (1997). Co-teaching experiences: The benefits and problems that teachers and principals report over time. Journal of Learning Disabilities, 30(4), 395–407. https://doi.org/10.1177/002221949703000406

Warwick, D. (1971). Team teaching. London, UK: University of London.

Weiss, M. P., & Lloyd, J. W. (2002). Congruence between roles and actions of secondary special educators in co-taught and special education settings. Journal of Special Education, 36(2), 58–68. https://doi.org/10.1177/00224669020360020101