作者 Vesay, Joanne P
書名 Linking perspectives and practice: Influence of early childhood and early childhood special educators' perspectives on working collaboratively in the integrated preschool classroom
說明 216 p
附註 Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0826
Chair: Joan P. Isenberg
Thesis (Ph.D.)--George Mason University, 2004
A qualitative case study was designed to examine early childhood and early childhood special educators' beliefs and philosophies on collaborative teaching and the influences of those factors on their practice in the inclusive preschool classroom. The focus of this research was collaboration between three teams of early childhood and early childhood special education teachers working in inclusive preschool classrooms. In-depth interviews and classroom observations were conducted to describe and define the theoretical framework of preschool teachers working collaboratively and determine if and how the perspectives of these teachers are coherent and/or complementary. Classroom observations of the six teachers were conducted to determine how their beliefs and perspectives influence their behavior in practice. Findings from interviews and observations indicated that, based on the beliefs and perspectives of the teachers collaborating, the effect on their collaboration is positive when (a) both teachers make a voluntary commitment to initiating the partnership; (b) the teachers share a common philosophy and belief in inclusion; (c) the teachers believe they have shared ownership of the students; (d) the teachers have a mutual respect for each other and feel their experiences and knowledge are valued contributions to their working relationships; and (e) both teachers believe they can adequately plan and coordinate their efforts for instruction. These findings are supported from previous research (Cook & Friend, 1995; Idol, 1997; Villa, Thousand, Meyers, & Nevin, 1996). Implications for practice include having available on-going training for teachers interested in collaborative practice, providing regularly scheduled planning time for teams to include instructional assistants and other supporting personnel, and offering incentives while allowing for voluntary participation. The findings also indicate a need to incorporate special education and collaboration courses at the preservice level to improve teacher education and better prepare teachers for inclusive practice. Finally, suggestions for future research topics would include: collaboration within community-based preschools, efficacy of collaboration with low-incidence groups, and developing guidelines for teachers beginning collaborative practice
School code: 0883
DDC
Host Item Dissertation Abstracts International 65-03A
主題 Education, Early Childhood
Education, Special
Education, Teacher Training
0518
0529
0530
Alt Author George Mason University