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Three-category taxonomy of collaborative instruction models with distinct causal mechanisms

Research Method · All research methods
Evidence · 1 claim (1 for) · 1 study (1 quant-synthesis), q3 · 1 of 1 report an effect size · 1 claim rests on one study

Description

The review organizes two-teacher in-class interventions into three categories studied largely separately: co-teaching (general plus special education professionals), teacher assistants/aides (collaboration with adults without formal teaching qualifications), and team teaching (two general education teachers). It "broadly define[s] collaborative instruction as the simultaneous presence of two or more educators/adults working together and sharing responsibilities in instructional and/or behavioral interventions." Mechanisms include improved student-teacher ratio, freed teacher time, scaffolding, feedback, and behavior management.

Accounts

  • Three-category taxonomy of collaborative instruction models with distinct causal mechanisms: The review organizes two-teacher in-class interventions into three categories studied largely separately: co-teaching (general plus special education professionals), teacher assistants/aides (collaboration with adults without formal teaching qualifications), and team teaching (two general education teachers). It "broadly define[s] collaborative instruction as the simultaneous presence of two or more educators/adults working together and sharing responsibilities in instructional and/or behavioral interventions." Mechanisms include improved student-teacher ratio, freed teacher time, scaffolding, feedback, and behavior management. (Vembye et al. (2022))

Claims

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Key Sources

  • 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
Page metadata
Field Value
type research-method
id three-category-taxonomy-of-collaborative-instruction-models-with-distinct-causal-mechanism
title Three-category taxonomy of collaborative instruction models with distinct causal mechanisms
description The review organizes two-teacher in-class interventions into three categories studied largely separately: co-teaching (general plus special education professionals), teacher assistants/aides (collaboration with adults without formal teaching qualifications), and team teaching (two general education
status review
generated by process:settle-candidates on 2026-10-20
trust unverified — no one has confirmed this page's content

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