NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ787230
Record Type: Journal
Publication Date: 2006
Pages: 12
Abstractor: Author
Reference Count: 14
ISSN: ISSN-0888-4064
Practicing Collaboration: What We Learn from a Cohort that Functions Well
Ross, Dorene D.; Stafford, Lynn; Church-Pupke, Penny; Bondy, Elizabeth
Teacher Education and Special Education, v29 n1 p32-43 Win 2006
Students in the Unified Elementary/Special Education Program at the University of Florida are organized into cohort groups, a common recommendation within the special education teacher education literature. Although highly effective in some instances, the literature also documents numerous problems in the use of cohorts. The current study was designed to gain insight into strategies that might help students and faculty build positive cultures and collaboration skills in cohorts. Drawing on student interviews with members of particularly cohesive cohort, we identify and explain five strategies that students utilize to assist a cohort in developing a strong sense of community and positive group dynamics. These include: keeping an academic focus, pulling one's own weight, taking care of the community, being willing to move outside one's comfort zone, and including everyone. The specific examples will be useful for teacher educators using or considering the use of student cohort groups. (Contains 1 footnote.)
Teacher Education Division of the Council for Exceptional Children. Available from: Allen Press, Inc. 810 East 10th Street, Lawrence, KS 66044. Tel: 800-627-0629; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A