Literaturnachweis - Detailanzeige
Autor/in | Thornberg, Robert |
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Titel | A Grounded Theory of Collaborative Synchronizing in Relation to Challenging Students |
Quelle | In: Urban Education, 47 (2012) 1, S.312-342 (31 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0042-0859 |
DOI | 10.1177/0042085911427735 |
Schlagwörter | Foreign Countries; Grounded Theory; Social Behavior; Focus Groups; Human Resources; Behavior Problems; Interprofessional Relationship; Cooperation; Parent Participation; Consultation Programs; Pilot Projects; Special Education; Social Work; Student Problems; Elementary School Students; Educational Practices; Interviews; Qualitative Research; Prereferral Intervention; Social Psychology; Program Descriptions; Sweden Ausland; Social behaviour; Soziales Verhalten; Humankapital; Co-operation; Kooperation; Elternmitwirkung; Fachberatung; Pilot project; Modellversuch; Pilotprojekt; Special needs education; Sonderpädagogik; Sonderschulwesen; Soziale Arbeit; Studienproblem; Bildungspraxis; Interviewing; Interviewtechnik; Qualitative Forschung; Disziplinierung; Sozialpsychologie; Schweden |
Abstract | The aim of this study was to investigate multiprofessional collaboration as well as collaboration between professionals and challenging students and their parents in which the focus for these collaborations was on handling the challenging students' academic and social behavior. A grounded theory study of collaboration between a prereferral resource team and teachers, principals, challenging students, and their parents was conducted. Qualitative interview and focus group methods were used. The findings presented a grounded theory of collaborative synchronizing in relation to challenging students around two ideal types, human resource synchronizing and human resource desynchronizing. (Contains 1 figure.) (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |