협력교수가 비장애학생에게 미치는 효과에 대한 메타분석

• 영문명: A Meta-Analysis on the Effects of Co-Teaching on Students Without Disabilities
• 발행기관: 한국특수아동학회
• 저자명: 정정환(Jeong-Hwan Jeong)
• 간행물 정보: 『특수아동교육연구』제27권 제3호, 207~231쪽, 전체 25쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2025.09.30

국문 초록

연구목적: 본 연구의 목적은 협력교수가 비장애학생에게 미치는 효과에 대한 전체 효과크기를 확인하고, 조절변인에 따른 조절효과를 분석하는데 있다. 연구방법: 이를 위해 2000년 1월부터 2025년 3월까지 발표된 학위논문과 학술지 논문(등재지 및 등재후보지)을 대상으로 PICOS 기준에 따라 문헌을 선정하였으며, 총 15편의 문헌을 대상으로 메타분석을 실시하였다. 연구결과: 첫째, 무선효과모형을 통해 산출된 전체 효과크기는 0.87로, 협력교수가 비장애학생에게 미치는 효과는 큰 수준으로 나타났다. 둘째, 효과크기의 이질성은 ＝75.8%(Q＝120.00, df＝29, p<.10)로 높은 수준으로 확인되었다. 셋째, 조절변인을 분석한 결과 교과, 학교급, 실시 차시, 종속변인 유형이 이질성에 유의한 영향을 미치는 변수로 나타났다. 넷째, 출간오류 검증을 위해 Funnel plot, Egger’s 회귀분석, Trim-and-Fill, Fail-safe N 분석을 실시한 결과 일부 연구에서 출간오류가 관찰되었으나, 이는 전체 연구 결과에 유의미한 영향을 미칠 정도는 아닌 것으로 판단되었다. 결론: 본 연구의 결과를 통해 협력교수는 비장애학생에게 긍정적인 교육적 효과를 나타내는 교수학습방법임을 확인하였고, 교과, 차시, 학교급 등에 따라 그 효과가 달라질 수 있다는 점을 확인하였다.

영문 초록

Purpose: This study examined the overall effect size of co-teaching on students without disabilities and the influence of moderators. Method: For this purpose, a meta-analysis was conducted on 15 studies selected based on the PICOS criteria, including dissertations and journal articles (from accredited or candidate journals) published between January 2000 and March 2025. Results: First, the overall effect size calculated using a random-effects model was 0.87, indicating a large effect of co-teaching on non-disabled students. Second, the heterogeneity of effect sizes was found to be high, with I² = 75.8% (Q = 120.00, df = 29, p < .10). Third, the moderator analysis revealed that types of dependent variables such as subject area, school level, and number of sessions significantly contributed to the heterogeneity. Fourth, publication bias was assessed using Funnel plot, Egger’s regression test, trim-and-fill, and fail-safe N analysis. Although some evidence of publication bias was found, it was not considered severe enough to affect the overall results. Conclusion: These findings confirm that co-teaching is an effective instructional strategy that has a positive educational impact on students without disabilities and that its effectiveness may vary depending on subject area, number of sessions, and school level.

목차

Ⅰ. 서 론

Ⅱ. 연구방법

Ⅲ. 연구 결과

Ⅳ. 논의 및 제언

참고문헌

키워드

협력교수 비장애학생 메타분석 Co-teaching Students Without disabilities Meta-analysis

참고문헌

• Journal of Intellectual Disabilities
• John Wiley & Sons
• Korean Journal of Physical, Multiple, & Health Disabilities
• Hillsdale, New Jersey: Lawrence Erlbaum Associates
• Journal of the American Statistical Association
• Journal of Special Education
• Hakjisa
• The Journal of Inclusive Education
• Master’s thesis, Korea National Sport University
• Korean Journal of Adapted Physical Activitiy
• Journal of Emotional & Behavioral Disorders
• Educ. Sci.
• Education in the North
• Sejong: Ministry of Education
• Chungnam: Korea National Institute of Special Education
• Chungnam: Korea National Institute of Special Education
• Sejong: Ministry of Government Legislation
• Journal of Special Education: Theory and Practice
• Journal of Emotional & Behavioral Disorders
• Special Education Research
• Korean Journal of Physical, Multiple, & Health Disabilities
• Journal of special education: theory and practice
• Journal of the American Academy of Special Education Professionals
• Intervention in School and Clinic
• Remedial and Special Education
• Psychological Bulletin
• Psychology in the Schools
• The Journal of Special Children Education
• Special Education Research
• International Journal of Educational Research
• Educ. Res. Rev.
• New York: United Nations
• Review of Educational Research
• Global Education Review
• The Journal of Inclusive Education
• The Journal of Elementary Education
• Doctoral dissertation, Dankook University
• Master’s thesis, Ewha Womans University
• Master’s thesis, Kongju national University
• Master’s thesis, Keimyung University
• Master’s thesis, Chosun University
• Master’s thesis, Korea National University of Education
• Doctoral dissertation, Ewha Womans University
• Master’s thesis, Korea National University of Education
• Journal of Special Education & Rehabilitation Science