Interdisciplinary Teaming: Solution to Instructing Heterogeneous Groups of Students

Gable, Robert A.; Manning, M. Lee

doi:10.1080/00098659909599624

Cited by 6 publications

(4 citation statements)

References 3 publications

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“…Recently, inter-professional collaboration (i.e. a combination of mutual adjustment and standardization of skills and knowledge) has been widely emphasized in school research (Gable & Manning, 1999;Colbert & Wolff, 1992;Winitzky & Sheridan, 1995). Many researchers are proposing teacher teams as a solution in order to integrate multiple types of expertise for the benefit of the pupils' diverse needs.…”

Section: Coordinating Mechanismsmentioning

confidence: 99%

Coordinating work in Swedish schools

Jacobsson

Pousette²

2001

Journal of Educational Administration

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coordination is generally studied almost exclusively with a caseapproach, with the implementation of one specific coordinating method and evaluation of the effects of that method. By contrast, this study explores the daily use of five coordinating strategies in thirty Swedish schools (n = 994 teachers, with an 88 % response-rate to a questionnaire). Furthermore, the relationships between coordinating strategies and (1) coordination problems in the schools and (2) burnout among teachers are investigated. The most important coordinating strategy was 'professional consideration', followed by 'striving for goals'. 'Mutual adjustment' was perceived as important to only a few, and 'following routines' and 'following the boss' were important to almost none of the teachers. The results showed that 'striving for goals' was related to a lesser frequency of coordination problems and lower levels of burnout than 'professional consideration'.

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Section: Coordinating Mechanismsmentioning

confidence: 99%

Coordinating work in Swedish schools

Jacobsson

Pousette²

2001

Journal of Educational Administration

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“…Fox and Conroy (2000) state that not only is FBA a mandated practice in certain situations, it is also viewed as critical to the successful prevention and mediation of learning and social behavioral problems. The lack of expertise and competence of Individualized Education Plan (IEP) teams in conducting FBAs poses a major obstacle to successful implementation of FBAs and the BIPs designed to help students be successful in public Downloaded by [The University of Texas at El Paso] at 14:11 27 December 2014 school settings (Gable and Manning 1999;Hendrickson et al 1999). To further compound the problem, general educators are often not adequately prepared to address the diverse academic and behavioral challenges characteristic of students with or at-risk for emotional and behavioral problems (Gable, Sugai et al 1998;Smith et al 1999).…”

Section: Growth and Evolution Of Behavioral Assessmentmentioning

confidence: 97%

Tracking behavior assessment methodology and support strategies: a national survey of how schools utilize functional behavioral assessments and behavior intervention plans

Couvillon

Bullock

Gable

2009

Emotional and Behavioural Difficulties

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Tracking behavior assessment methodology and support strategies: a national survey of how schools utilize functional behavioral assessments and behavior intervention plans Emotional and Behavioural Difficulties M. Couvillon et al. Although functional behavioral assessments (FBAs) and behavior intervention plans (BIPs) have been utilized since the 1960s, their use has steadily increased since the passing of IDEA 1997 which mandated their use in specified circumstances. References to FBAs and BIPs in No Child Left Behind Act of 2001, the 2004 re-authorization of IDEA, and in positive behavioral supports programming has also expanded their use across school settings. Although much has been written about FBAs and BIPs, there is a paucity of research regarding the specific manner in which public school personnel implement mandated practices. The current study examined the variables in which schools conduct FBAs and implement BIPs not yet adequately addressed in the current literature and focused on four main areas: (a) behavioral problems encountered in the school settings, (b) common disciplinary actions taken regarding common behavioral problems, (c) how functional behavioral assessments are utilized, and (d) how behavior interventions are applied. Findings suggest that those asked to conduct, write, and implement FBAs and BIPs rarely received adequate training on the use of these mandated practices. Results from the study also suggest that ongoing consultation and evaluation are critical to the successful implementation of BIPs.

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“…Team roles vary according to members' content expertise, prior training and experience in teaming, and team responsibilities. In some instances, students play an active part not only in team meetings but also in making instructional decisions (Gable and Manning 1999). Effective interdisciplinary teams usually emphasize caring, respect, success, and a sense of interdependence.…”

mentioning

confidence: 99%

“…Effective speakers communicate all necessary information, clarify and elaborate on critical points, and share a complete picture of the situation with team members. Additional strategies for effective communication include clarifying the role of each participant; developing effective listening skills; being reflective and organizing one's thoughts before expressing them; avoiding a rush to judgment when assessing problem situations; observing nonverbal communication cues (e.g., body language of team members); and avoiding professional jargon (Gable and Manning 1999). 9.…”

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confidence: 99%

U.S. Supreme Court Revisits School Prayer

Murray

Evans

2000

NASSP Bulletin

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This article concerns two seemingly antagonistic Court decisions— Sante Fe Independent School District v. Jane Doe, 13 Fla. Law. W. Fed. S425; and Adler v. Duval County School Board, 13 Fla. Law. W. Fed. C460. While the Sante Fe decision struck down a school prayer school board policy, the Duval County decision allowed such policy. The authors seek to reconcile these two court decisions and offer a short history of prayer in U.S. public schools.

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Interdisciplinary Teaming: Solution to Instructing Heterogeneous Groups of Students

Cited by 6 publications

References 3 publications

Coordinating work in Swedish schools

Coordinating work in Swedish schools

Tracking behavior assessment methodology and support strategies: a national survey of how schools utilize functional behavioral assessments and behavior intervention plans

U.S. Supreme Court Revisits School Prayer

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