NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1057562
Record Type: Journal
Publication Date: 2015-May
Pages: 20
Abstractor: As Provided
Reference Count: 29
ISSN: ISSN-0888-4064
Understanding Special Educators' Learning Opportunities in Collaborative Groups: The Role of Discourse
Leko, Melinda M.; Kiely, Mary Theresa; Brownell, Mary T.; Osipova, Anna; Dingle, Mary P.; Mundy, Charlotte A.
Teacher Education and Special Education, v38 n2 p138-157 May 2015
The purpose of this study was to investigate the discourse patterns characterizing individual special education teachers as they participated in a collaborative professional development (PD) group, and how these individual discourse patterns influenced other group members' opportunities to learn about reading instruction for upper elementary students with disabilities. Videotaped cohort meetings and associated artifact data were collected during a 2-year period and analyzed using Gee's (2005) methods of discourse analysis. Findings indicate that teachers' individual discourse varied along the two dimensions: "knowledge" (integrated, implementation, and low) and "inquiry" (high and low). Teachers whose discourse conveyed both integrated knowledge and a proclivity for inquiry provided other group members with the most sophisticated learning opportunities related to PD content. Additional implications for future research and practice regarding collaborative learning groups as a method of PD are provided.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Florida
IES Funded: Yes
Grant or Contract Numbers: R324B070192