Claims

Factors highlighted in the co-teaching literature as preconditions for effectiveness did not explain variation in effect sizes

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i? Preconditions emphasized in the co-teaching literature (e.g., co-planning time, training) did not explain variations in effect sizes. → Vembye 2022

Evidence

Vembye 2022

Vembye, M. H., Weiss, F., & Bhat, B. H. (2022). The Effects of Co-Teaching and Related Collaborative Models of Instruction on Student Achievement: A Systematic Review and Meta-Analysis. https://osf.io/ur2bs

q3 · i? · quant-synthesis · r3

Moderator analyses testing factors from the co-teaching literature, including provision of common planning time and training in co-teaching methods, against studies without them. The review reports these factors "did not explain variations in effect sizes"; no subgroup effect sizes are printed in the supplied text.

"factors that are highlighted in the co-teaching literature as preconditions for the effectiveness of collaborative instruction did not explain variations in effect sizes"

Discussion

Page metadata
Field Value
type claim
id coteaching-preconditions-no-moderation
title Factors highlighted in the co-teaching literature as preconditions for effectiveness did not explain variation in effect sizes
description Factors highlighted in the co-teaching literature as preconditions for effectiveness did not explain variation in effect sizes
status review
evidence_strength moderate
newest_evidence 2022
generated by process:wiki-ingest on 2026-10-20
trust unverified — no one has confirmed this page's content
sources 1 — vembye-2022

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