506
Views
5
CrossRef citations to date
0
Altmetric
Empirical and Conceptual Studies

Examining Collaboration in Teacher Preparation and Clinical Practice

&
Pages 340-357 | Received 15 Feb 2016, Accepted 22 Dec 2016, Published online: 11 Aug 2017

References

  • Appleby, A. N., Adler, M., & Flihan, S. (2007). Interdisciplinary curricula in middle and high school classrooms: Case studies of approaches to curriculum and instruction. American Educational Research Journal, 44, 1002–1039. doi:10.3102/0002831207308219
  • Arthaud, T. J., Aram, R. J., Breck, S. E., Doelling, J. E., & Bushrow, K. M. (2007). Developing collaboration skills in pre-service teachers: A partnership between general and special education. Teacher Education and Special Education, 30(1), 1–12. doi:10.1177/088840640703000101
  • Beck, C., & Kosnik, C. (2000). Associate teachers in pre-service education: Clarifying and enhancing their role. Journal of Education for Teaching, 26(3), 207–224. doi:10.1080/713676888
  • Charon, J. M. (1985). Symbolic interactionism: An introduction, an interpretation, an integration (2nd ed.). Englewood Cliffs, NJ: Prentice Hall.
  • Council of Chief State School Officers. (2013). InTASC model core teacher standards and learning progressions for teachers 1.0. Washington, DC: Author.
  • Darling-Hammond, L. (2014). Strengthening clinical preparation: The holy grail of teacher preparation. Peabody Journal of Education, 89, 547–561. doi:10.1080/0161956X.2014.939009
  • Driscoll, M. P. (2005). Psychology of learning for instruction (2nd ed.). New York, NY: Pearson.
  • Eby, L. T., McManus, S. E., Simon, S. A., & Russell, J. E. A. (2000). The protege’s perspective regarding negative mentoring experiences: The development of a taxonomy. Journal of Vocational Behavior, 57(1), 1–21. doi:10.1006/jvbe.1999.1726
  • Fletcher, J. K., & Ragins, B. R. (2007). Stone center relational cultural theory: A window on relational mentoring. In B. R. Ragins & K. E. Kram (Eds.), The handbook of mentoring at work (pp. 373–399). Thousand Oaks, CA: Sage.
  • Fraenkel, J. R., & Wallen, N. E. (2003). How to design and evaluate research in education (5th ed.). Boston, MA: McGraw-Hill.
  • Friend, M. (2000). Myths and misunderstandings about professional collaboration. Remedial and Special Education, 21, 1030–1032. doi:10.1177/074193250002100301
  • Friend, M., & Cook, L. (2013). Interactions: Collaboration skills for school professionals (7th ed.). Boston, MA: Pearson.
  • Goddard, Y. L., Goddard, R. D., & Tschannen-Moran, M. (2007). A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools. Teachers College Record, 109, 877–896.
  • Griffin, C. C., Kilgore, K. L., Winn, J. A., & Otis-Wilborn, A. (2008). First-year special educators’ relationships with their general education colleagues. Teacher Education Quarterly, 35(1), 141–157.
  • Gutierrez, C. (2000). Making connections: The interdisciplinary community of teaching and learning history. In P. N. Stearns, P. Seixas, & S. Wineburg (Eds.), Knowing, teaching, and learning history: National and international perspectives (pp. 353–374). New York, NY: New York University Press.
  • Gutierrez, K. D., & Penuel, W. R. (2014). Relevance to practice as a criterion for rigor. Educational Researcher, 43(1), 19–23. doi:10.3102/0013189X13520289
  • Hamilton-Jones, B. M., & Vail, C. O. (2014). Preparing special educators for collaboration in the classroom: Pre-service teachers’ beliefs and perspectives. International Journal of Special Education, 29(1), 76–86.
  • Hamman, D., Lechtenberger, D., Griffin-Shirley, N., & Zhou, L. (2013). Beyond exposure to collaboration: Preparing general-education teacher candidates for inclusive practice. Teacher Educator, 48, 244–256. doi:10.1080/08878730.2013.796030
  • Harvey, M. W., Yssel, N., Bauserman, A. D., & Merbler, J. B. (2010). Preservice teacher preparation for inclusion: An exploration of higher education teacher-training institutions. Remedial and Special Education, 31, 21–32. doi:10.1177/0741932508324397
  • Hewitt, J. P. (1976). Self and society: A symbolic interactionist social psychology. Boston, MA: Allyn and Bacon.
  • Hollins, E. (2015). Rethinking field experiences (preface). In E. R. Hollins (Ed.), Rethinking field experiences in preservice teacher education: Meeting new challenges for accountability (pp. ix–xv). New York, NY: Routledge.
  • Kamens, M. W. (2007). Learning about co-teaching: A collaborative student teaching experience for preservice teachers. Teacher Education and Special Education, 30(3), 155–166. doi:10.1177/088840640703000304
  • Kochhlar-Bryant, C. (2008). Collaboration and system coordination for students with special needs. Upper Saddle River, NJ: Merrill/Pearson Education.
  • Levine, A. (2006). Educating school teachers. Washington, DC: Education Schools Project.
  • Lintner, T., & Schweder, W. (2013). Building the bridge between social studies and special education. In W. B. RussellIII (Ed.), Contemporary social studies: An essential reader (pp. 277–288). Charlotte, NC: Information Age Publishing.
  • McLeskey, J., Rosenberg, M. S., & Westling, D. L. (2013). Inclusion: Effective practices for all students (2nd ed.). Boston, MA: Pearson.
  • Miller, K. J., Koury, K. A., Fitzgerald, G. E., Hollingsead, C., Mitchem, K. J., Tsai, H., & Park, M. K. (2009). Concept mapping as a research tool to evaluate conceptual change related to instructional methods. Teacher Education and Special Education, 32, 365–378. doi:10.1177/0888406409346149
  • Minarik, D. W., & Coughlin, D. (2013). Don’t forget me! Using special educators to support interdisciplinary teaching and learning. In T. Lintner (Ed.), Integrative strategies for the K-12 social studies classroom (pp. 167–190). Charlotte, NC: Information Age Publishing.
  • Minarik, D. W., & Lintner, T. (2011). The push for inclusive classrooms and the impact on social studies design and delivery. Social Studies Review, 50(1), 52–55.
  • National Council for the Social Studies. (2004). National curriculum standards for social studies: A framework for teaching, learning, and assessment. Silver Spring, MD: Author.
  • Nevin, A. I., Thousand, J. S., & Villa, R. A. (2009). Collaborative teaching for teacher educators: What does the research say? Teaching and Teacher Education, 25, 569–574. doi:10.1016/j.tate.2009.02.009
  • Parker, W. (2014). Citizenship education in the United States: Regime type, foundational issues, and classroom practice. In L. P. Nucci, D. Narvaez, & T. Krettenauer (Eds.), The handbook of moral and character education (2nd ed., pp. 347–367). New York, NY: Routledge.
  • Patel, N. H., & Kramer, T. A. (2013). Modeling collaboration for middle-level teacher candidates through co-teaching. Teacher Educator, 48(3), 170–184. doi:10.1080/08878730.2013/796028
  • Pellegrino, A., Weiss, M. P., & Regan, K. (2015). Learning to collaborate: General and special educators in teacher education. The Teacher Educator, 50(3), 187–202. doi:10.1080/08878730.2015.1038494
  • Pratt S. (2014). Achieving symbiosis: Working through challenges found in co-teaching to achieve effective co-teaching relationships. Teaching and Teacher Education, 41, 1–12. doi:10.1016/j.tate.2014.02.2006
  • Pugach, M. C., & Blanton, L. P. (2009). A framework for conducting research on collaborative teacher education. Teaching and Teacher Education, 25, 575–582. doi:10.1016/j.tate.2009.02.007
  • Pugach, M. C., Blanton, L. P., & Correa, V. I. (2011). A historical perspective on the role of collaboration in teacher education reform? Making good on the promise of teaching all students. Teacher Education and Special Education, 34, 183–200. doi:10.1177/0888406411406141
  • Russell, M. L., & Russell, J. A. (2011). Mentoring relationships: Cooperating teachers’ perspectives on mentoring student interns. Professional Educator, 35(2), 16–35.
  • Scruggs, T. E., Mastropieri, M. A., & McDuffie, K. A. (2007). Co-teaching in inclusive classrooms: A meta-synthesis of qualitative research. Exceptional Children, 73, 392–416. doi:10.1177/001440290707300401
  • Silva, T., McKie, A., Knechtel, V., Gleason, P., & Makowsky, L. (2014). Residency programs: A multisite look at a new model to prepare teachers for high-needs schools. Jessup, MD: National Center for Education Evaluation and Regional Assistance.
  • Snyder, T. D., & Dillow, S. A. (2015). Digest of education statistics 2013 (NCES 2015-011). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics.
  • Strauss, A., & Corbin, J. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Thousand Oaks, CA: Sage.
  • Van Hover, S., Hicks, D., & Sayeski, K. (2012). A case study of co-teaching in an inclusive secondary high stakes world history I classroom. Theory & Research in Social Education, 40, 260–291. doi:10.1080/00933104.2012.705162
  • Villa, R. A., Thousand, J. S., & Chapple, J. W. (1996). Preparing teachers to support inclusion: Preservice and inservice programs. Theory into Practice, 35(1), 42–50. doi:10.1080/00405849609543700
  • Weiss, M. P., Pellegrino, A. M, Regan, K., & Mann, L. (2014). Beyond the blind date: Collaborative course development and coteaching by teacher educators. Teacher Education and Special Education, 37(4), 1–17. doi:10.1177/0888406414548599
  • Wineburg, S. (2001). Historical thinking and other unnatural acts: Charting the future of teaching the past. Philadelphia, PA: Temple University Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.