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 |
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