Foreword | p. XI |
Preface | p. XIII |
The Fundamentals of Collaboration | p. 1 |
Introduction | p. 2 |
Collaboration Concepts | p. 4 |
Definition | p. 6 |
Defining Characteristics for Collaboration | p. 6 |
Emergent Characteristics | p. 11 |
Collaboration in Perspective | p. 13 |
Societal Trends | p. 14 |
School Collaboration | p. 15 |
The Dilemmas of Collaboration | p. 19 |
School Structure | p. 20 |
Professional Socialization | p. 20 |
Pragmatic Issues | p. 21 |
Teams | p. 25 |
Introduction | p. 26 |
Team Concepts | p. 27 |
Characteristics of Teams | p. 28 |
Developmental Stages for Teams | p. 30 |
Rationale for and Benefits of Teams | p. 31 |
Team Models | p. 32 |
Disciplinary Relationships | p. 32 |
Types of Student-Centered Teams | p. 35 |
Effectiveness of Teams | p. 41 |
Collaboration and Teams | p. 43 |
Co-Teaching | p. 47 |
Introduction | p. 48 |
Co-Teaching Concepts | p. 48 |
Defining Characteristics of Co-Teaching | p. 48 |
Rationale for Co-Teaching | p. 52 |
Co-Teaching Approaches | p. 54 |
One Teaching, One Observing | p. 54 |
One Teaching, One Drifting | p. 55 |
Station Teaching | p. 56 |
Parallel Teaching | p. 57 |
Alternative Teaching | p. 58 |
Team Teaching | p. 59 |
Co-Teaching and Collaboration | p. 61 |
The Co-Teaching Relationship | p. 62 |
Maintaining Collaborative Co-Teaching Relationships | p. 63 |
Administrative Support for Co-Teaching Services | p. 67 |
Consultation | p. 71 |
Introduction | p. 72 |
Consultation Concepts | p. 72 |
Characteristics of Consultation | p. 73 |
Rationale for and Benefits of Consultation | p. 77 |
Consultation Models | p. 78 |
Behavioral Consultation | p. 79 |
Clinical Consultation | p. 80 |
Mental Health Consultation | p. 82 |
Organizational Consultation | p. 84 |
Choosing and Using Consultation Models | p. 85 |
Consultation and Collaboration | p. 86 |
The Consulting Relationship | p. 88 |
Issues in Consultation as Collaborative Service Delivery | p. 89 |
Staff Development | p. 95 |
Introduction | p. 96 |
Staff Development Concepts | p. 97 |
A Framework for Staff Development | p. 99 |
Models of Staff Development | p. 102 |
Principles for Designing Staff Development | p. 106 |
Needs Assessment | p. 106 |
Adults as Learners | p. 109 |
Participant Involvement | p. 111 |
Planning and Conducting Staff Development | p. 111 |
Specifying Objectives | p. 112 |
Selecting Formats | p. 112 |
Making Presentations | p. 116 |
The Pragmatic Issues of Collaboration | p. 121 |
Introduction | p. 122 |
Role Responsibilities and Other Factors Affecting Collaboration | p. 122 |
Caseloads and Class Sizes | p. 122 |
Pullout versus In-Class Services | p. 124 |
Balancing the Needs of Students with Collaborative Activities | p. 125 |
Itinerant Teachers | p. 126 |
Time For Planning | p. 127 |
Options for Creating Shared Planning Time | p. 128 |
Scheduling and Coordinating Services | p. 131 |
Establishing Schedules in a Collaborative School | p. 131 |
Coordinating Services for Collaboration | p. 135 |
Program Development Tasks | p. 136 |
Establishing the Program and Its Goals | p. 137 |
Planning for Implementation | p. 140 |
Preparing for Implementation | p. 143 |
Implementing the Program | p. 145 |
Maintaining the Program | p. 146 |
Interpersonal Problem Solving | p. 149 |
Introduction | p. 150 |
A Context for Interpersonal Problem Solving | p. 150 |
Reactive and Proactive Problem Solving | p. 152 |
Deciding Whether to Problem-Solve | p. 153 |
Steps in Interpersonal Problem Solving | p. 155 |
Identifying the Problem | p. 155 |
Characteristics of Well-Identified Problems | p. 155 |
Suggestions for Identifying the Problem | p. 158 |
Generating Potential Solutions | p. 161 |
Suggestions for Generating Potential Solutions | p. 161 |
Evaluating Potential Solutions | p. 165 |
Delineating the Positives and Negatives of Each Potential Solution | p. 165 |
Outlining Tasks for the Potential Solutions | p. 166 |
Selecting the Solution | p. 167 |
Implementing the Solution | p. 167 |
Finalizing Implementation Plans | p. 167 |
Carrying Out the Solution | p. 168 |
Evaluating the Outcome | p. 170 |
Interpersonal Communication | p. 173 |
Introduction | p. 174 |
Models of Communication | p. 174 |
Common Attributes of Communication Models | p. 174 |
Communication Types | p. 175 |
Prerequisites to Effective Interactions | p. 177 |
Frame of Reference | p. 177 |
Frame of Reference and Your Role | p. 178 |
Frame of Reference in Multicultural Settings | p. 179 |
Selective Perception | p. 180 |
Communication Skills | p. 182 |
Listening | p. 182 |
Rationale for Listening | p. 183 |
Factors That Interfere with Effective Listening | p. 183 |
Suggestions for Improving Your Listening Skills | p. 185 |
Nonverbal Communication | p. 186 |
Developing Effective Communication Skills | p. 188 |
Principles for Effective Interpersonal Communication | p. 189 |
Nonverbal Communication Principles | p. 189 |
Verbal Communication Principles | p. 191 |
Suggestions for Improving Your Communication Skills | p. 193 |
Using Statements | p. 199 |
Introduction | p. 200 |
Purposes of Statements | p. 200 |
Statements That Provide Information | p. 200 |
Statements That Seek Information | p. 205 |
Statements That Confirm or Clarify Information | p. 206 |
Giving Verbal Feedback | p. 210 |
Characteristics of Effective Interpersonal Feedback | p. 211 |
Suggestions for Giving Effective Feedback | p. 213 |
Asking Questions | p. 219 |
Introduction | p. 220 |
Purposes of Questions | p. 220 |
Questions That Seek Information | p. 220 |
Questions That Provide Information | p. 221 |
Questions That Clarify or Confirm Information | p. 222 |
Characteristics of Questions | p. 222 |
Question Format | p. 222 |
Degree of Concreteness | p. 226 |
Suggestions for Effectively Asking Questions | p. 230 |
Use Pauses Effectively | p. 230 |
Monitor Question-Asking Interactions | p. 230 |
Make Questions Meaningful | p. 231 |
Conducting Interviews | p. 232 |
Prior to the Interview | p. 232 |
During the Interview | p. 234 |
After the Interview | p. 236 |
Final Thoughts on Interviewing | p. 236 |
Difficult Interactions | p. 239 |
Introduction | p. 240 |
Understanding Conflict | p. 240 |
Causes of Conflict | p. 242 |
The Influence of Organizational Variables | p. 244 |
Conflict Response Styles | p. 245 |
Resolving Conflict through Negotiation | p. 248 |
Understanding Resistance | p. 251 |
Causes of Resistance | p. 253 |
Indicators of Resistance | p. 255 |
Assessing Whether to Address Resistance | p. 255 |
Persuasion as a Strategy for Responding to Resistance | p. 257 |
Thomas-Kilmann Conflict Mode Instrument | p. 268 |
Perspectives and Issues | p. 273 |
Introduction | p. 274 |
Role-Specific Considerations in Collaboration | p. 274 |
Working with Parents | p. 274 |
Working with Administrators | p. 278 |
Working with Professionals from Other Disciplines | p. 280 |
Working with General Education Teachers | p. 283 |
Working with Paraprofessionals | p. 285 |
Context Considerations for Collaboration | p. 287 |
Public or Private Agencies | p. 288 |
Early Childhood Settings | p. 290 |
Multicultural Contexts | p. 292 |
Ethics in Collaborative Practice | p. 293 |
Common Ethical Issues | p. 293 |
References | p. 297 |
Index | p. 311 |
Table of Contents provided by Syndetics. All Rights Reserved. |
The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.