Get Collaboration Uncovered: The Forgotten, the Assumed, and the PDF

By Merle Richards, Anne Elliott, Vera Woloshyn, Coral Mitchell

ISBN-10: 0313002649

ISBN-13: 9780313002649

ISBN-10: 0897897846

ISBN-13: 9780897897846

Collage school participants describe their collaborative tasks with different school individuals, rsearchers, graduate scholars, expert educators, and different stakeholders within the academic firm. via descriptions of a number of collaborative initiatives, the chapters discover the various much less explicitly articulated facets of collaborative ventures.The authors use various conceptual frameworks, derived from a few disciplines together with schooling and enterprise, to deconstruct collaboration and to extra undernstand its components, matters, dynamics, and problematics. by way of confronting the demanding situations of creating actual and powerful collaborative partnerships throughout associations and cultures and through interpreting how the private and the pro intertwine in the approach, the ebook extends and deepens the discussion approximately such partnerships. Collaboration is gifted as a deeply own and professionally hard firm that gives pride and enrichment while it's undertaken with eyes and minds broad open.

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Additional resources for Collaboration Uncovered: The Forgotten, the Assumed, and the Unexamined in Collaborative Education

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For the most part, the puzzles with which teachers and researchers deal are multifaceted, contextualized, and personalized (Altrichter, 1993; Drake & Haskins, 1995). The ambiguity of a puzzle leads different actors to define and solve it differently, and access to these various social constructions is a considerable challenge (Diamond, 1993). Furthermore, the “correctness” of a definition or solution is dependent upon the agenda or purpose being pursued and the benefits hoped for. From a teacher’s standpoint, correctness is usually a function of improved teaching and learning; while from a researcher’s standpoint, it is often a function of newly constructed knowledge or insights (Drake & Haskins, 1995).

Although I have only described and reconceived boundaries privately, it is perhaps best done in public. In the public forum, our discussions of boundaries can open spaces for understanding why partners act or refuse to act as they do. It can make explicit some assumptions and agendas that may be driving the research process but that have not been spoken aloud. And seeing our boundaries through our partners’ eyes can help us to recognize possibilities and directions we may have not previously considered.

Christiansen, L. Goulet, C. Krentz, & M. ), Recreating relationships: Collaboration and educational reform (pp. 69–81). Albany, NY: State University of New York Press. Johnston, M. (1996). Postmodern considerations of school/university collaboration. Teaching Education, 6(2), 99–106. Kreisberg, S. (1992). Transforming power: Domination, empowerment and education. Albany, NY: State University of New York Press. Laine, C. , Schultz, L. , & Smith, M. L. (1994). Interaction among school and college teachers: Toward recognizing and remaking old patterns.

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Collaboration Uncovered: The Forgotten, the Assumed, and the Unexamined in Collaborative Education by Merle Richards, Anne Elliott, Vera Woloshyn, Coral Mitchell


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