Studying the Effectiveness of Team Teaching: A Systematic Review on the Conceptual and Methodological Credibility of Experimental Studies
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| Title: | Studying the Effectiveness of Team Teaching: A Systematic Review on the Conceptual and Methodological Credibility of Experimental Studies |
|---|---|
| Language: | English |
| Authors: | Dries De Weerdt (ORCID |
| Source: | Review of Educational Research. 2025 95(5):1053-1098. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 46 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Team Teaching, Instructional Effectiveness, Educational Research, Research Methodology, Credibility, Research Design |
| DOI: | 10.3102/00346543241262807 |
| ISSN: | 0034-6543 1935-1046 |
| Abstract: | The aim of this systematic review is to provide insight into the conceptual and methodological credibility of experimental research designs on the effectiveness of team teaching--a promising instructional strategy wherein two or more professionals collaboratively provide education for a group of students. A total of 31 studies were included. These studies were conceptually and methodologically examined according to two actualized quality-appraisal frameworks. The findings reveal that it remains a challenge to design rigorous experimental studies with clear conceptualizations of key variables related to team teaching. To make convincing claims on the effectiveness of team teaching, there is an urgent need for better-defined quality experimental research. Therefore, we conclude with recommendations for future research, specifically how experimental studies on the effectiveness of team teaching should be conceptually and methodologically implemented to provide policymakers and stakeholders with information for evidence-informed decision-making on educational practices. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1483629 |
| Database: | ERIC |
| Abstract: | The aim of this systematic review is to provide insight into the conceptual and methodological credibility of experimental research designs on the effectiveness of team teaching--a promising instructional strategy wherein two or more professionals collaboratively provide education for a group of students. A total of 31 studies were included. These studies were conceptually and methodologically examined according to two actualized quality-appraisal frameworks. The findings reveal that it remains a challenge to design rigorous experimental studies with clear conceptualizations of key variables related to team teaching. To make convincing claims on the effectiveness of team teaching, there is an urgent need for better-defined quality experimental research. Therefore, we conclude with recommendations for future research, specifically how experimental studies on the effectiveness of team teaching should be conceptually and methodologically implemented to provide policymakers and stakeholders with information for evidence-informed decision-making on educational practices. |
|---|---|
| ISSN: | 0034-6543 1935-1046 |
| DOI: | 10.3102/00346543241262807 |
