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Mann.N-FINALCompleteDissertation.pdf (1.32 MB)

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Collaboration Among Professionals Working with English Learners with Disabilities in a Newcomer School: A Case Study

Mann, Nicole M
http://rave.ohiolink.edu/etdc/view?acc_num=akron1527103216058588

Abstract Details

2018, Doctor of Philosophy, University of Akron, Secondary Education.
Based on the system theories approach, this case study investigated the collaboration process that took place among teachers working with newcomer English learners with disabilities. The significance of this study stems from the scarcity of literature on English learner newcomers with disabilities and the need for exploring collaboration among teachers and other professionals. The study utilizes Friend and Cook’s (1990) ideologies about best practice in collaboration, which include trust, time, assessments, evaluation, and leadership. Qualitative data collection tools were used to examine aspects of collaboration at three different levels. These tools included classroom observations and semi-structured interviews with professionals. The study found that sustainability of effective teacher collaboration required a shared purpose and goal, open dialogue, a monitoring system, adequate resources, and frequent evaluations of student outcomes. The sense of unity of purpose was vital to creating positive interdependence among professionals. Triangulation ensured the trustworthiness of the data. Member checking and participant feedback were also employed to validate the findings. In the future, collaboration efforts will benefit from teachers receiving professional development to foster positive attitudes towards collaboration and to support appropriate use of time provided for collaboration.
Shernavaz Vakil, Dr. (Advisor)
Bridgie Ford, Dr (Committee Member)
Lynn Kline, Dr. (Committee Member)
Wei Zhang, Dr. (Committee Member)
Lynn Smolen, Dr. (Other)
157 p.
Bilingual Education; Early Childhood Education; Education; Education Philosophy; Educational Theory; Elementary Education; English As A Second Language; Higher Education; Linguistics; Multicultural Education; Multilingual Education; Pedagogy; Secondary Education; Special Education; Teacher Education; Teaching
Students with disabilities; English language learners; English language learners with disabilities; ELs with Disabilities; Special Education; Newcomers; ELLs; ELLs with Disabilities; Collaboration; Newcomer school; Learning disabilities; EL; Education

Recommended Citations

Citations

  • Mann, N. M. (2018). Collaboration Among Professionals Working with English Learners with Disabilities in a Newcomer School: A Case Study [Doctoral dissertation, University of Akron]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=akron1527103216058588

    APA Style (7th edition)

  • Mann, Nicole. Collaboration Among Professionals Working with English Learners with Disabilities in a Newcomer School: A Case Study. 2018. University of Akron, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=akron1527103216058588.

    MLA Style (8th edition)

  • Mann, Nicole. "Collaboration Among Professionals Working with English Learners with Disabilities in a Newcomer School: A Case Study." Doctoral dissertation, University of Akron, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1527103216058588

    Chicago Manual of Style (17th edition)

akron1527103216058588
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This open access ETD is published by University of Akron and OhioLINK.