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Dissertations / Theses on the topic 'Collaboration between teachers'

Author: Grafiati

Published: 7 September 2021

Last updated: 29 July 2025

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1

Wright, Jannet Anne. "Collaboration between speech and language therapists and teachers." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10019150/.

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Successful collaboration between speech and language therapists and teachers has implications for the delivery of services for children with communication problems. This research is concerned with the ways in which speech and language therapists and teachers work together to help children up to the age of 11 years of age who have difficulties with communication. A survey was carried out among speech and language therapists working in England and Wales, who either worked in schools or Health Centres. A postal questionnaire was used to collect the information and the responses were analysed usin

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2

Tabin, Yvonne Emilie. "Getting it together, instructional collaboration between students, parents and teachers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0024/NQ51925.pdf.

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3

Chiu, Chiu Hing William, and 趙朝興. "Teachers' perceptions of collaboration between guidance anddiscipline: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962452.

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Bauman, Cynthia B. "Exploring the ‘Spaces Between’: Teachers’ Perceptions of Teacher Leadership within Professional Networks." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7473.

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The enactment of teacher leadership can be challenged by both policy initiatives and school contexts (Anderson & Cohen, 2015; Hargreaves & Fullan, 2012). However, teachers can have a positive influence on each other and their broader school community by building capacity for leadership, innovation, and student achievement through the relationships, or networks, they develop and maintain (Baker-Doyle, 2015; Hovardas, 2016; Hunzicker, 2012; Moolenaar, Sleegers, & Daly, 2012). This single exploratory case study takes place in a Title I elementary school and uses a combination of Social Network

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Chiu, Chiu Hing William. "Teachers' perceptions of collaboration between guidance and discipline : a case study /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B2347662x.

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6

Ho, Wai-pan Anthony. "Integrating information literacy into the curriculum collaboration between university library and faculty /." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B40039821.

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7

Durbin, Dayna N. "The Effects of Pre-Service Training on Collaboration Between Classroom Teachers and Media Specialists." Thesis, School of Information and Library Science, 2007. http://hdl.handle.net/1901/426.

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An electronic survey of 40 elementary teachers of the Chapel Hill-Carrboro City Schools district in the Triangle area of North Carolina was conducted to determine the effects of pre-service training on how often teachers collaborate with school library media specialists. Teachers were asked if they had received training in the media center and collaborating with media specialists, and were also asked to report the number of times they had collaborated in the previous semester. Although a statistical relationship between the amount of pre-service training in collaboration and frequency of colla

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8

Morrison, John. "The use of collaboration to promote professional understanding between teachers and administrators." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/MQ49198.pdf.

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9

Wium, Anna-Marie, and Brenda Louw. "CAPS: Implications for Collaboration Between Teachers and Speech-language Therapists Working in Schools." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1986.

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This critical review addresses the implications of the Curriculum and Assessment Plan Statement (CAPS) for collaboration between teachers and speech-language therapists (SLTs) in schools. A historical perspective on changes in the roles and responsibilities of SLTs is provided, reflecting a shift from supporting the child to supporting the teacher. Based on the role of SLTs and audiologists in schools, an innovative approach to the support of teachers is conceptualized. The curriculum content and methods support learners who experience challenges and barriers to learning in main stream classro

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Mousa, Widad. "COLLABORATION BETWEEN ENGLISH AS A SECOND LANGUAGE TEACHERS AND CONTENT AREA TEACHERS: IMPLICATIONS FOR WORKING WITH ENGLISH LANGUAGE LEARNERS." Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1344965218.

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11

Bennett, Carrie. "Communication, Collaboration, and Concern Between Elementary School Teachers: Unlocking the Positive Potential of Conflict." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19250.

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Collaboration is touted as a solution to modern challenges in education, but the difficulties of establishing truly collaborative communities are many. From a conflict-resolution lens, collaboration requires both assertiveness and cooperation (high preference for both completing tasks and maintaining relationships). This study uses surveys and interviews to explore the ways that teachers balance task and relationship orientations in resolving conflict between themselves and the impact that teachers’ behaviors while in conflict have on collaboration. Specifically, this study examines the role

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12

Baker, Diana. "Many Voices at the Table: Collaboration between Families and Teachers of Somali Students with Autism." Thesis, Boston College, 2014. http://hdl.handle.net/2345/3801.

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Thesis advisor: David Scanlon<br>Family member-educator collaboration is envisioned as the "cornerstone" of the educational decision-making process for students with disabilities (e.g., Harry, 2008; Olivos, Friend and Cook, 2007, Gallagher and Aguilar, 2010). In the case of immigrant and refugee families, however, the ideal of coequal collaboration is often elusive for a variety of reasons (e.g., language barriers, disparate ideas about what familial involvement should be in educational decisions) (e.g., Lo, 2012). This qualitative multiple case study design (Yin, 2009) relied on interviews wi

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13

Bilton, Richard. "Communication, collaboration and control : investigating conversations between parents and teachers in an English secondary school." Thesis, University of Cumbria, 2017. http://insight.cumbria.ac.uk/id/eprint/3650/.

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Parent-teacher meetings are well-established and attended by a high proportion of parents. This places significant demands on both schools and families. However, little research involving direct observation within secondary schools has been reported. I have investigated parent-teacher meetings at one English secondary school, my aims being to explore the aims of parents and teachers and the nature of their relationships. My findings will be of interest to parents and teachers, as well as researchers and school leaders. I collected audio recordings of parent-teacher conversations over two years

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14

Tsai, Jui-min. "Team teaching and teachers' professional learning case studies of collaboration between foreign and Taiwanese English teachers in Taiwanese elementary schools /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1186669636.

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15

Smith, Henry Hank Ryan. "Development of Trust and Collaboration Between Teachers in PLC Teams: The Roles of Teachers, Principals and Different Facets of Trust." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4007.

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Professional learning communities (PLCs) are being recognized as a leading strategy to improve student achievement. Trust is critical in effectively implementing the PLC model, and the school principal is best positioned to influence school trust levels. Using Hoy and Tschannen-Moran's (1999) five facets of trust, this research sought to clarify the impact of trust among PLC teachers on their team's collaborative practices. Focus group data were collected from 12 collaborative teams in 4 schools. Six of the teams were from one school that was struggling to implement the PLC model; the other si

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Ho, Wai-pan Anthony, and 何慧彬. "Integrating information literacy into the curriculum: collaboration between university library and faculty." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B40039821.

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17

Hsu, Pao-sheng, Suzanne Lenhart, and Erica Voolich. "Linking Teachers and Mathematicians: The AWM Teacher Partnership Program." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80211.

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Within a professional organization for women in mathematics in the US, two mathematicians and a middle school teacher organize a program to link teachers of students at the pre-university level with professionals in the mathematical sciences in and outside of academia to promote collaborations among different communities in the mathematics education of students. This paper describes the program and its operations, some of its experiences, as well as some results from a formative evaluation conducted for the program. Some recommendations are given for potential organizers of similar programs in

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18

Atkins, Tina. "A case study examining the collaboration between general education and special education teachers in inclusive classrooms." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-10222008-160635.

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Finley, Sandra Jean. "Collaboration between a researcher and science teachers as research and professional development : a two-way learning street /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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20

Holder, Morgan Brett. "Collaborative Efforts between Agricultural and Special Education Teachers to Enhance Inclusion of Students with Disabilities into Agricultural Education." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/103322.

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This study was conducted to determine experiences of southwestern Virginia high school agricultural and special education teachers with regards to the collaboration that may or may not exist between them to enhance the learning of students with special needs (SWD) taking agricultural education classes. It also sought to determine factors that motivate or inhibit collaboration, strategies for overcoming the barriers that may exist, and indicators of effective collaboration between these teachers. The following research questions were answered by conducting the study. 1. What is the status o

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Uchida, Chiharu H. "Making possibilities visible the process of collaboration between general and special education teachers in an inclusive early childhood education program /." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1127237508.

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Thesis (Ph. D.)--Ohio State University, 2005.<br>Title from first page of PDF file. Document formatted into pages; contains xiii, 275 p.; also includes graphics (some col.). Includes bibliographical references (p. 253-259). Available online via OhioLINK's ETD Center

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Keys, Deborah. "Collaboration efforts between special educators and the Division of Vocational Rehabilitation in school to work transition of students with disabilities." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998keysd.pdf.

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Uchida, Chiharu Hashimoto. "Making possibilities visible: the process of collaboration between general and special education teachers in an inclusive early childhood education program." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1127237508.

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24

Johansson, Gunilla Wahlberg Orving Karin. "Samarbete mellan hem och skola : erfarenheter av elevers, föräldrars och lärares arbete = [Cooperation between home and school] : [the importance of collaboration between pupils, parents and teachers] /." Umeå : Univ, 1993. http://www.lh.luth.se/gujo/gjohanssonavh.pdf.

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Jackson, Caroline Dover. "Collaboration between Art Teachers and School Counselors of the Johnson City Elementary Schools to Assist At-Risk Students: An Art Experiences Model." [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-0328103-181729/unrestricted/JacksonC041403a.pdf.

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Thesis (Ed. D.)--East Tennessee State University, 2003.<br>Title from electronic submission form. ETSU ETD database URN: etd-0328103-181729. Includes bibliographical references. Also available via Internet at the UMI web site.

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Åkerman, Lena, and Mikaela Linder. "Transition Work Between School Years K-3 and 4-6 in Sweden : - The Importance of Teacher Collaboration in the Subject of English." Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41497.

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This study has a fourfold focus. Firstly, the study aims to fill a gap in research regarding teachers and principals’ perceptions on transition work and collaboration in school years K-3 and 4-6 in the subject of English. Secondly, the study explores how these views affect students' academic achievement in the subject. Thirdly, the gathered data is compared to previous research and Swedish national governing documents and guidelines on the matter. Lastly, the study collected suggestions for improvements with regards to transition work and collaboration based on previous research and our respon

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Balke, Diane Baker Paul J. "The relationship between teacher collaboration and local change efforts for improvement a case study of seven elementary schools and quality review as mandated in the Illinois public school accreditation process /." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9803720.

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Thesis (Ph. D.)--Illinois State University, 1997.<br>Title from title page screen, viewed June 1, 2006. Dissertation Committee: Paul Baker (chair), Dianne Ashby, Sandra Corless, Anita Lupo. Includes bibliographical references (leaves 215-224) and abstract. Also available in print.

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28

Beukes, Janna Maree. "Collaborative partnership trends between teachers and educational psychology researchers." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/25378.

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The purpose of this descriptive and exploratory study was to obtain insight into collaborative partnership trends between educational psychology researchers and teachers, in order to inform participatory theory and practice in future methodology studies. The Community of Practice Framework theoretically framed the study, describing professional communities and the way in which meanings, beliefs and understandings are negotiated and reflected in communal practices. Five symposium and two reflection session presentations were purposefully selected and transcribed for qualitative content analysis

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29

Hall, Graeme William. "Beyond the Divide: Relations between Teachers and Academics in a Collaborative Research Partnership." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16084/1/Graeme_Hall_Thesis.pdf.

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The notion of "partnership" dominates contemporary school improvement and educational reform agendas. Most discourse about partnerships between schools and universities historically relates to the apparent divide between practice and theory, between practitioner and academy. This study departs from these traditional perspectives to move beyond the divide between teachers and academics. Designing strategies for re-visioning this historical divide within the education community, between teachers and academics, engages the profession at all levels. Instead of simply re-visioning this divide, howe

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Hall, Graeme William. "Beyond the Divide: Relations between Teachers and Academics in a Collaborative Research Partnership." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16084/.

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The notion of "partnership" dominates contemporary school improvement and educational reform agendas. Most discourse about partnerships between schools and universities historically relates to the apparent divide between practice and theory, between practitioner and academy. This study departs from these traditional perspectives to move beyond the divide between teachers and academics. Designing strategies for re-visioning this historical divide within the education community, between teachers and academics, engages the profession at all levels. Instead of simply re-visioning this divide, howe

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31

Mehta, Ajatshatru. "An Examination of the Multilevel Relationship between Teacher Efficacy, Teacher Collaboration and Academic Press in Urban Elementary Schools." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555237173206765.

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32

Fernandes, Anthony. "Building Alliances: A Partnership between a Middle School Mathematics Teacher and a University Researcher." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/195779.

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This case study examined the evolution of a partnership between a middle school mathematics teacher and a university researcher around discussions on the content and teaching of mathematics. In particular, the study sought to examine the evolution of the partnership, the constraints present for the teacher and researcher, the impact of the partnership on the mathematical and pedagogical issues that arose in planning, teaching, and assessment, and the impact on the tasks that the teacher chose and implemented in the classroom. Drawing from the literature on collaborations and the emergent pers

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Moseley, Rex Keith. "California's Beginning Teacher Support and Assessment Program: An analysis of collaboration between higher education institutions and school districts." Scholarly Commons, 2003. https://scholarlycommons.pacific.edu/uop_etds/2465.

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In 2003, California's Beginning Teacher Support and Assessment (BTSA) program had 145 programs throughout the state, organized into five clusters. The purpose of this study was to investigate how selected BTSA programs addressed BTSA Standard #3 (collaboration) for teacher induction. Five research questions were addressed. Twenty-six representative programs comprised the study sample. A questionnaire was developed by the researcher based on review of prior research in collaboration. Nineteen factors related to successful collaboration were identified. They were sorted in to six components of s

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34

Faust-Horn, Kristina L. "Parent and teacher perceptions of the relationship between home-school collaboration and student success in the classroom." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003fausthornk.pdf.

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Jones, Joanne H. "The Relationship Between Professional Learning Communities and Instructional Practices." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/37493.

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This case study examined the implementation of the Professional Learning Communities (PLCs) at a high school that was labeled as a turnaround school (overall academic achievement proficiency below 55%) in 2006-2007. The foundation of PLCs is built on a shared vision and mission. The PLC principles of learning for all students, a collaborative culture, and a focus on results were the components most identified in the literature review, which helped shape the design of the methodology. Under the leadership of a new principal and with the implementation and focus on PLCs, Ocean Breeze High Sch

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McCartan, Denise. "Using Video to Promate the Development of a Collaborative Approach between Parents and Teacheres around Pupil Behaviour." Thesis, University of Newcastle Upon Tyne, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506412.

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37

Sham, Sook-yin Heidi, and 岑淑賢. "A case study of an interdisciplinary project for Form 2 students with unsatisfactory academic performance: exploring the collaboration between social worker and teacher." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31247696.

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Kedrowski, Ann M. "Teacher and counselor collaboration to support the development of ADD/ADHD students an analysis of variance between elementary, middle, and high school levels /." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999kedrowski.pdf.

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Sham, Sook-yin Heidi. "A case study of an interdisciplinary project for Form 2 students with unsatisfactory academic performance : exploring the collaboration between social worker and teacher /." [Hong Kong : University of Hong Kong], 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12325892.

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Lewin, Louise. "The relationship between achievement and learning preference in French as a second language classes at the university level, a comparison between a collaborative learning and a teacher-controlled approach." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0028/NQ49855.pdf.

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Blackstone, Jordan Y. "Ready or Not: Addressing the Preparation Gap Between High School and College-Level Writers." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1403790235.

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Paschoal, Valéria Nicolau. "Aprendendo a ser e a conviver: práticas colaborativas e dialógicas no contexto escolar." Pontifícia Universidade Católica de São Paulo, 2016. https://tede2.pucsp.br/handle/handle/19540.

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Submitted by Marlene Aparecida de Souza Cardozo (mcardozo@pucsp.br) on 2016-12-19T16:23:00Z No. of bitstreams: 1 Valéria Nicolau Paschoal.pdf: 3718463 bytes, checksum: a110ca5d0455634bc6a1de611f2ad18a (MD5)<br>Made available in DSpace on 2016-12-19T16:23:00Z (GMT). No. of bitstreams: 1 Valéria Nicolau Paschoal.pdf: 3718463 bytes, checksum: a110ca5d0455634bc6a1de611f2ad18a (MD5) Previous issue date: 2016-11-22<br>This study is characterized as a research-action, resulting from the claim of a school interested in providing the possibilities of perception wideness and a characterization that

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"Fostering the development of reciprocal collaboration between mainstream teachers and collaborating teachers." ROWAN UNIVERSITY, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=3359936.

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(8787755), Tori Marie Groover. "Collaboration Between General and Special Education Teachers." Thesis, 2020.

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<div>New special education teachers beginning their career field have many job-related responsibilities and activities to adjust to and learn about. The most important success factor of special education teachers' job is collaboration.Collaboration happens constantly when teaching students with disabilities. In particular, collaboration is an important job responsibility of a special education teacher (Rapert, 2018). The purpose of the current survey study was to provide guidance and explore various collaboration strategies and areas new special educators struggle with. The ultimate purpose of

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Wang, Hui-Lin, and 王惠琳. "A Study of collaboration between special education teachers and related services professionals in collaborative team." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/8g9g63.

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碩士<br>健行科技大學<br>企業管理系碩士班<br>104<br>In-depth semi-structured Qualitative Research interviews were used in this research. This study employed the purposive sampling to survey six special education teachers and resource teachers, to investigate the collaboration between special education teachers and related services professionals in collaborative team. The members of collaborative team were occupational therapists, physical therapists and language therapists. The status quo of the service functions provided by language treatment, occupational therapy, and physical therapy and was discussed. The

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Cheng, Wan-Chen, and 鄭宛甄. "The study of collaboration relationship between resource room teachers and general teachers in elementary schools." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/00898405370115133454.

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碩士<br>國立臺北教育大學<br>特殊教育學系碩士班<br>97<br>This study aimed to explore the attitudes, status, needs and difficulties of collaboration between the resource room teachers (RRTs) and general teachers (GTs) in elementary schools and understanding the difference between RRTs and GTs. Survey was the method of this study. The objects in this study were RRTs and the GTs in elementary schools. The valid samples of the questionnaires were 470, which were analyzed and discussed by mean, standard deviation, percentages, t tests and chi-square test. The results of this study were as follows: 1. Both RRTs and GTs

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Lee, Ah-Gek Karen. "A case study investigation of teacher collaboration : conditions and the relationship between teacher collaboration and teachers' professional development and learning / Ah-Gek, Karen, Lee." Thesis, 2004. http://hdl.handle.net/2440/38209.

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Errata page inside front cover; Bibliography: leaves 246-254<br>This study uses a qualitative case study approach to investigate the conditions that promote or inhibit teacher collaboration and its implications for teachers' professional development and learning. Findings support the claims that teachers' collaboration can be fostered by the organisational structures and leadership practices through delegating decision making authority for teachers to take on leadership responsibility. Further, the study concludes that being involved in a variety of collaborative activities and opportunities f

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Lee, Ah-Gek Karen. "A case study investigation of teacher collaboration : conditions and the relationship between teacher collaboration and teachers' professional development and learning / Ah-Gek, Karen, Lee." 2004. http://hdl.handle.net/2440/38209.

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"February 2004"<br>Errata page inside front cover.<br>Bibliography: leaves 246-254.<br>254 leaves ;<br>Title page, contents and abstract only. The complete thesis in print form is available from the University Library.<br>This study uses a qualitative case study approach to investigate the conditions that promote or inhibit teacher collaboration and its implications for teachers' professional development and learning. Findings support the claims that teachers' collaboration can be fostered by the organisational structures and leadership practices through delegating decision making authority fo

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LIN, SHU-YI, and 林淑儀. "Investigation Study of Collaboration Status between Regular Class Teachers and Resource Room Teachers in Elementary School." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/67956944639692763462.

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碩士<br>國立臺中教育大學<br>特殊教育學系碩士在職專班<br>98<br>This study was aimed to investigate the current situations of collaboration between the regular class teachers(RCTs) and the resource room teachers(RRTs) and how different background factors of both RCTs and RRTs (including gender, seniority, special education background, teaching history, student ages, class scale, and personal administrative experiences) affect the way they cooperate with each others in terms of teachers' attitudes, implementation situations, difficulties and causes. The connection between teachers' attitudes towards collaboration and

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周怡婷. "Investigation Study of Collaboration Relationship between Resource Room Teachers and Regular Class Teachers in Junior High School." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/07886234620513146305.

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碩士<br>國立臺灣師範大學<br>特殊教育學系在職進修碩士班<br>95<br>This study aimed to investigate the attitudes and status quo of collaboration of the resource room teachers (RRTs) and the regular class teachers (RCTs) in junior high schools in order to make insights into the collaboration relationship between RRTs and RCTs and into the differences in each aspect of such relationship. The study was intended to probe into the statistical correlation between attitudes and status quo of collaboration and analyze the factors influencing the collaboration relationship. There were 284 returned valid questionnaires, the data

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