CoChat
Sign Up
Cited by 28Collaborative Teaching and InclusionTeacher Education and Leadership StudiesBehavioral and Psychological Studies

Curriculum-Based Collaboration

Open access
Nolet, Victor, Tindal, Gerald·1994·Focus on Exceptional Children
DOI 10.17161/foec.v27i3.6897
Open this paper in CoChat — free accountOpen PDF

Abstract

Collaboration occurs when two or more individuals work together to complete a project, create a product, or solve a problem.When people collaborate, they enter into a purposeful, goal-directed relationship with equitable contributions from all participants.In schools, collaboration could involve teachers working together to plan lessons, develop curricula, team teach, engage in peer coaching, or adapt instruction for a particular student.When collaborative relationships develop among teachers, benefits accrue for them and for their students.Teachers gain increased opportunities to learn content, improve practice, and receive feedback.They develop a greater sense of collegiality and community, and they experience less professional isolation (Firestone & Pennel, 1993).At the same time, peer collaboration among teachers has been identified as an effective strategy for accommodating students who have special needs in general education classrooms (Johnson & Pugach, 1991;Phillips & McCullough, 1990).For all of these reasons, enthusiasm continues to grow for the creation of collaborative relationships among general education and special education teachers with the goal that students who have special needs can effectively be included in general education classrooms.Given the apparent benefits of collaboration among teachers, it is surprising that it doesn't occur more regularly in schools, but, unfortunately, ongoing collaboration among teachers is still the exception rather than the norm.Organizational as well as cultural forces work to limit both opportunities and motivation for collaboration among teachers.The physical organization of schools tends not to facilitate collaboration.Each teacher works in a separate classroom and rarely has opportunities to interact substantially with peers.Scheduling and staffing patterns in many schools also prevent development of collaborative relationships.Virtually every minute of many teachers' workdays is consumed with directly supervising or teaching students.Furthermore, to maintain adequate "coverage" of classes, teachers' planning periods often are scheduled when the individuals with whom teachers could most profitably collaborate are engaged in teaching.It is not uncommon for teachers at all grade levels to report that they

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.17161/foec.v27i3.6897

Cites

9 of 9 references verified0 citation errors · 0 not checkable

Statistics

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • The approach is particularly useful in linking assessment with instruction and is universal across content areas with application in social and physical sciences.

    “The approach is particularly useful in linking assessment with instruction and is universal across content areas with application in the social and physical sciences [181].”

    From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [181]

    The Curriculum-Based Collaboration section (page unavailable) describes interim assessment guiding decisions to reteach or review, supporting the link between assessment and instruction. The paper discusses science and social studies content, but does not establish that the approach is universal across all content areas. (LLM, conf=0.84)

    Experimental — accuracy not yet measured

  • A concept-based approach provides an explicit link to instruction through semantic maps or verbal interactions between teachers and students during instruction.

    “A concept-based approach also provides an explicit link to instruction through the use of semantic maps [179] or the verbal interactions between teachers and students during instruction [180,181].”

    From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [181]

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Cites

Flagged first, then by citations

5 of the 14 references couldn’t be matched to a known paper.

Research works printed but not linked: 6

  1. Anderson, J. R. (1983). The architecture of cognition. Cambridge, MA: Harvard University Press.
  2. Nolet, V. W., & Tindal, G. (1993). Special education in content classes: Development of a model and practical procedures. Remedial and Special Education, 14( 1 ), 36-48.
  3. Nolet, V. W., & Tindal, G. (1994). Instruction and learning in middle school science classes: Implications for students with learning dis- abilities. Journal of Special Education, 28, 166-187.
  4. Roid, G. H., & Haladyna, T. M. (1982). A technology for test item writing. New York: Academic Press.
  5. Tindal, G., & Nolet, V. W. (in press). Serving students with learning dis- abilities in middle school content classes: A descriptive study of criti- cal variables linking instruction and assessment. Journal of Special Education.
  6. Tindal, G. R., & Germann, G. (1991). Mainstream consultation agreements in secondary schools. In G. Stoner, M. Shinn, & H. Walker (Eds.), In- terventions for Achievement and Behavior Problems. Washington, DC: National Association of School Psychologists. Preparation of this article was supported in part by the U.S. Department of Education, grant number H023A20047. Opinions expressed herein do not necessarily reflect the position or policy of the U.S. Department of Educa- tion and no official endorsement by the Department should be inferred.

Cited by

Sorted by citations

Authors
Nolet, V., & Tindal, G.
Affiliations
University of Oregon (US)
ORCID
Tindal, Gerald
Venue
Focus on Exceptional Children
Publisher
The University of Kansas
Published
1994-11-01
Volume
27
Issue
3
ISSN
0015-511X (ISSN-L)
DOI
10.17161/foec.v27i3.6897
OpenAlex
W201197013
Cited by
27
References
14
Citations by year
2021: 1 · 2020: 1 · 2019: 1 · 2017: 2 · 2015: 1 · 2014: 1 · 2013: 3
FWCI
2.35
Type
journal article
Language
en
Open access
Licence
Locations
Focus on Exceptional Children (publishedVersion, cc-by-nc-nd)
Topics
  • Social Sciences › Education › Collaborative Teaching and Inclusion
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
Keywords
teacher collaboration, special education teachers, general education teachers, inclusive education, peer coaching, team teaching, professional isolation, teacher professional development

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review