Action Research to Improve Collaboration among Student Support Services Teams

Autor/in	Salm, Twyla
Titel	Action Research to Improve Collaboration among Student Support Services Teams
Quelle	In: Educational Action Research, 22 (2014) 1, S.93-108 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2013.854173
Schlagwörter	Action Research; Program Improvement; Professional Development; Interprofessional Relationship; Occupational Therapy; Speech Language Pathology; School Psychologists; Social Work; Student Personnel Services; Team Training; Capacity Building; Communities of Practice; Interpersonal Competence; Constructivism (Learning); Focus Groups; Interviews; Participant Satisfaction; Training Methods; Role Perception; Special Needs Students; Learning Problems; Behavior Problems; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Projektforschung; Beschäftigungstherapie; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Soziale Arbeit; Teamcoaching; Community; Interpersonale Kompetenz; Interviewing; Interviewtechnik; Didaktik; Trainingsmaßnahme; Role conception; Rollenverständnis; Sonderpädagogischer Förderbedarf; Lernproblem; Ausland; Kanada
Abstract	This study explores action research as a professional development strategy to improve interprofessional collaboration in a school division team focused on supporting students with a variety of learning and behavioural needs. Occupational therapists, speech and language pathologists, a psychologist, and a social worker worked together to learn more about each other's scopes of practice and overcome challenges to collaboration. Action research provided an effective medium for competency development, particularly in the role clarification and team functioning domains. It also provided space for alternative ways for the researcher to work with the team as a facilitator and contribute to the action research process. In this role the researcher attempted to interrogate the influence of her discursive practices, while highlighting the need for educators to be members of Student Support Services teams. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10