Abstract
Through the use of a four-part experimental design, this study examined the effects of a collaborative instructional model in inclusive secondary classes in which students with mild disabilities and low-achieving students were enrolled. Measures included the instructional actions of teachers, teacher satisfaction with the instructional model, student engagement, student use of four strategic skills, and student performance on content tests. After receiving training in the model, teachers' mediation of student learning and their involvement in instructional roles increased over baseline levels. Teachers were satisfied with the model as well. Mixed results on the student measures suggest that prevailing assumptions about the effectiveness of collaborative instruction in inclusive secondary classes need to be reexamined. Study findings have implications for educational policy, teacher training, and classroom practice.
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