Collaborative Problem Solving Effectively Implemented, But Not Sustained: A Case for Aligning the Sun, the Moon, and the Stars

Autor/in	Santangelo, Tanya
Titel	Collaborative Problem Solving Effectively Implemented, But Not Sustained: A Case for Aligning the Sun, the Moon, and the Stars
Quelle	In: Exceptional Children, 75 (2009) 2, S.185-209 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
Schlagwörter	Educational Environment; Integrity; Problem Solving; Cooperative Learning; Elementary School Students; Observation; Interviews; Program Implementation; Special Needs Students; School Districts; Teamwork; Teachers; Principals; School Personnel; Elementary Schools; Student Needs; Intervention; Special Education; Regular and Special Education Relationship + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Integrität; Problemlösen; Kooperatives Lernen; Beobachtung; Interviewing; Interviewtechnik; Sonderpädagogischer Förderbedarf; School district; Schulbezirk; Lehrer; Lehrerin; Lehrende; Principal; Schulleiter; Schulpersonal; Elementary school; Grundschule; Volksschule; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	This 2-year qualitative case study examined factors influencing implementation and sustainability of collaborative problem-solving programs. One selected elementary school served as the focus site. Using a participant-observer field-based approach, data were collected via observations, interviews, mute evidence, and field notes. During Year 1 of the study, implementation integrity was high, participants' perceptions of the process were positive, professional collaboration was enhanced, students' academic and behavioral concerns were effectively addressed, and special education rates were reduced. However, successful implementation was not sustained during Year 2 following a dramatic reduction in support from the school district. Analysis revealed district-level decisions exert a significant and cascading effect on procedures, perceptions, and ultimately student outcomes. Within that context, implications for practice are offered. (Contains 1 table.) (As Provided).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10