College of Education
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The collections in this community comprise faculty research works, as well as graduate theses and dissertations..
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Item Cultivating Collaborative Relationships: A Case Study of Teacher Collaboration and Professional Development(2016) Jorisch, Renee; Rosenfield, Sylvia; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Students often receive instruction from specialists, professionals other than their general educators, such as special educators, reading specialists, and ESOL (English Speakers of Other Languages) teachers. The purpose of this study was to examine how general educators and specialists develop collaborative relationships over time within the context of receiving professional development. While collaboration is considered essential to increasing student achievement, improving teachers’ practice, and creating comprehensive school reform, collaborative partnerships take time to develop and require multiple sources of support. Additionally, both practitioners and researchers often conflate collaboration with structural reforms such as co-teaching. This study used a retrospective single case study with a grounded theory approach to analysis. Data were collected through semi-structured interviews with thirteen teachers and an administrator after three workshops were conducted throughout the school year. The theory, Cultivating Interprofessional Collaboration, describes how interprofessional relationships grow as teachers engage in a cycle of learning, constructing partnership, and reflecting. As relationships deepen some partners experience a seamless dimension to their work. A variety of intrapersonal, interpersonal, and external factors work in concert to promote this growth, which is strengthened through professional development. In this theory, professional development provides a common ground for strengthening relationships, knowledge about the collaborative process, and a reflective space to create new collaborative practices. Effective collaborative practice can lead to aligned instruction and teachers’ own professional growth. This study has implications for school interventions, professional development, and future research on collaboration in schools.Item A Qualitative Investigation of Collaboration Between General Education and Instructional Support Teachers(2013) Jorisch, Renee; Rosenfield, Sylvia; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)General education students often receive instruction from multiple school staff, such as reading specialists and English Speakers of Other Languages (ESOL) teachers. This study's purpose was to explore how instructional support teachers and general education teachers collaborate in order to align instruction, and employed grounded theory methodology to code and analyze teacher interviews in a public school system. Research questions included perceptions of how these two types of school professionals work together, along with perceptions about school level collaboration and administrative support. Results show that factors from the district to the intrapersonal level, along with different modes of communication, cumulatively affect the interactions between these two types of school professionals. Subsequently, the nature of these interactions has an effect on both teachers and students. This study has implications for school interventions, professional development, and future research on collaboration in schools.Item THE ADAPTIVE CHALLENGES OF COLLABORATIVE LEADERS IN A PUBLIC-PRIVATE PARTNERSHIP(2011) Queen, JaNay Yvonne; Davis, Thomas E; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of this dissertation was to determine whether senior leaders of a public-private partnership exemplified the key dimensions of collaboration, recognized the challenges that shaped their experience, and thrived as a partnership. Through qualitative methods and case study design, the current study provides an examination of the collaborative process of a five-member senior leadership board. Semi-structured interviews, document analysis, and a survey with 44 close-ended and five open-ended questions were used to collect data. Three major theoretical perspectives were used to analyze the data: (1) the process of collaboration; (2) the key dimensions of collaboration (governance, administration, organizational autonomy, mutuality, and norms); (3) and the adaptive challenges of leaders (Gray, 1989; Gray & Wood, 1991a, b; Thomson, 2001; Heifetz, 1994). Findings indicated that leaders did exemplify collaboration to some extent, and most certainly recognized adaptive challenges. However, they were unable to recover from the impact of those challenges, which ultimately prevented them from thriving as a partnership. On the other hand, evidence demonstrated that each leader was able to leave the partnership with valuable lessons and insights to support her personal transformation as a leader. While collaboration is a welcomed way of working among organization leaders, this study demonstrates there are criteria that must be in place in order to be successful and effective when collaborating, as the absence of these criteria can lead to problems. Thus, recommendations for practice and further research are presented.Item A Case Study of Online Peer Coaching of Consultant Communication Skill Development(2010) Wizda, Lorraine; Rosenfield, Sylvia; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)ABSTRACT Title of Dissertation: A CASE STUDY OF ONLINE PEER COACHING OF CONSULTANT COMMUNICATION SKILL DEVELOPMENT Lorraine L. Wizda, Doctor of Philosophy, 2010 Dissertation directed by: Professor Sylvia Rosenfield School Psychology Program The purpose of the this study was to explore how peer coaches support the development of collaborative communication skills in an online format for consultants in training (CITs). The program examined was Instructional Consultation which pairs a consultant with a teacher to work collaboratively to resolve the teacher's concern regarding a student. The focus is on improving instruction and modifying environmental variables. The study was approached using case study methodology. Research questions were: (a) how do online peer coaches support the development of collaborative communication skills in CITs and (b) what skills were selected most frequently by the CITs as focus skills? Transcripts of the email exchanges between the coaches and CITs which include self-reflection by the CIT and structured feedback from the coach are the data used. results show that the coaches use targeted feedback, examples, practical suggestions, and modeling collaborative language to support the development of CIT skills. Not all of the CITs consistently identified a focus skill (a skill they request specific feedback on from the coach). Collaborative communication skills were selected more frequently in the early stages of the process while more content related concerns were selected toward the end of the process. The findings provide a better understanding of how collaborative communication skills are supported in an online format and provide direction for future research.Item Collaborative Processes of a Professional Development School Partnership(2008-05-01) Via, Teresa Ann; Mawhinney, Hanne B; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This qualitative case study examined collaborative processes in the Professional Development School (PDS). Although central to successful PDSs, collaboration in PDS development and maintenance is not yet fully described. This study examined one Maryland PDS Partnership that included participants from one university, one suburban school district, and three elementary school sites. PDS participants described collaboration throughout PDS development and maintenance. The study's findings provide detailed descriptions and indicate focal points when participants commented most frequently about each collaboration process. Central to PDS collaboration are the people and how they are involved in the Partnership. Collaboration is embedded in decision making, communication, and, ultimately, reform. Leaders may find further examination of collaboration beneficial in promoting PDS goals. This study's findings suggest that there is a connection between the participants' perceptions of collaboration and their PDS involvement. Suggestions for future research include exploring ways to educate PDS participants about the collaboration process.