ERIC Number: ED360798
Record Type: RIE
Publication Date: 1993
Effects of Collaborative vs. Noncollaborative Structures on the Learning and Adjustment of Elementary School Students.
Tieg, Bonnie; And Others
This study examines teacher collaboration as an evolving service option for special needs students, and investigated the effects of teacher collaboration through the use of action research. The study compared student performance indicators in collaborative and noncollaborative structures and evaluated the validity of variables selected for comparison. A collaboration/consultation model was incorporated into the daily instruction of approximately 56 percent of the student subjects, which included 423 students in grades 3 through 5. Results indicated that: (1) the relative average absence per student was higher for collaborative students at each grade level and for all levels combined; (2) over 45 percent of all collaborative students received conduct notices during the school year, compared to over 39 percent of noncollaborative students; (3) percentages of collaborative students in each of the three grades with at least one failing subject were 10 percent or below, while percentages of noncollaborative students failing at least one subject ranged from 16 to 23 percent. Across all grading periods and grade levels except one (first marking period of third grade), a smaller percentage of collaborative than noncollaborative students received failing grades. (Contains 20 references.) (JDD)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: N/A