1       Objective

Inclusion has become a human right in Germany, as in most European Nations, through the ratification of the United Nations´ Convention on the Rights of Persons with Disabilities. Therefore, inclusion is increasingly included in legislation of education acts in the different states. Co-teaching of special education teachers and general teachers was indicated as an „indisputable assumption and generally accepted principle“ (Wocken, 1988, p. 200) for the implementation of inclusion The question can be raised how far this general principle remains valid. In the synthesis of 800 meta-analyses Hattie (2009) discerns only small effects of co-teaching on the achievement of students. It is definitely unsettled if there are bigger effects on procedural characteristics of instruction, respectively what the size of these effects under control of possible moderating and mediating variables is.

The objective of the study to be presented is knowledge about the potentials of co-teaching on the procedural characteristics of classroom management at comprehensive schools. This knowledge is especially important for the implementation of inclusive schooling and its necessary resources.

2       Theoretical framework

Ecological psychology (Doyle, 2006) sets the theoretical framework for the study of the concept of classroom management. Apart from the central findings by Kounin (1970) the meta-analysis by Marzano (2003) and the replications, respectively the modifications of the findings by Kounin (Brophy, 2006) are included. This is completed by specifics of classroom management in high schools (Emmer & Gerwels, 2006). As theoretical framework for the concept of co-teaching the goal expectation theory (Pruitt & Kimmel, 1977) is used. In addition to this theory a meta-synthesis of co-teaching (Scruggs et al., 2007) is taken into account. Exceptional relevance belongs to structural, interpersonal and intrapersonal conditions of co-teaching (Werning, Urban & Sassenhausen, 2001).

3       Research question

The research question is how far co-teaching compared with single-teaching at comprehensive schools influences different dimensions of classroom management and in what size structural, interpersonal and intrapersonal conditions of co-teaching in addition to knowledge and self-efficiacy of classroom management mediate or moderate the effect of co-teaching on classroom management.

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