MARC 主機 00000nam  2200337   4500 
001    AAI3126498 
005    20050228064439.5 
008    050228s2004                        eng d 
035    (UnM)AAI3126498 
040    UnM|cUnM 
100 1  Vesay, Joanne P 
245 10 Linking perspectives and practice:  Influence of early 
       childhood and early childhood special educators' 
       perspectives on working collaboratively in the integrated 
       preschool classroom 
300    216 p 
500    Source: Dissertation Abstracts International, Volume: 65-
       03, Section: A, page: 0826 
500    Chair:  Joan P. Isenberg 
502    Thesis (Ph.D.)--George Mason University, 2004 
520    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 
590    School code: 0883 
590    DDC 
650  4 Education, Early Childhood 
650  4 Education, Special 
650  4 Education, Teacher Training 
690    0518 
690    0529 
690    0530 
710 20 George Mason University 
773 0  |tDissertation Abstracts International|g65-03A 
856 40 |u