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ERIC Number: ED532960
Record Type: Non-Journal
Publication Date: 2009
Pages: 158
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1094-7731-3
Conceptualizing Collaboration: How Teachers Work Together to Support Children with Deafblindness
Hartmann, Elizabeth Sheila
ProQuest LLC, Ph.D. Dissertation, University of California, Berkeley with San Francisco State University
Although collaboration is a well-known and encouraged practice in teachers' work to support children with special needs, it is often conceptualized in either a vague or an overly idealized manner. Additionally, there is a dearth of research on how teachers work together and how this collaboration affects critical outcomes related to their working lives. In particular, there is a need for research on collaboration among teachers with various types of expertise and affiliations who educate children with multiple and complex support needs. In this study, I examined the collaborative practice of teachers who support children with deafblindness. The theoretical framework, "communities of practice" (Wenger, 1998), was used to guide the study and address three aims: (a) to describe how educational teams collaborate to meet the needs of children with deafblindness; (b) to understand how teachers' collaborative practices support or hinder teacher learning; and (c) to understand how teacher collaboration affects perceptions of professional identity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A