Community-Based Decision Making (1998)

Page Contents

A      B      C      D      F      G      H      I      J      K      L      M      N      O      P      R      S      T      U      W      Y

A

Ackland, J. W. (1992). Collaborative School-Based Curriculum Evaluation: A Model in Action. Draft. United Kingdom; England Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. This paper describes an ongoing program of collaborative school evaluation that involves student teachers, teachers, local authority representatives, and university teachers/researchers working in partnership in schools across a region in southwest England. Focus is on showing ways in which collaborative school evaluation, based on an action research model, can be seen as a strategy for policy articulation, policy change, curriculum development, and the generation of change in schools. The evaluation model was based on reflection by teachers and student teachers and critical inquiry at the institutional and classroom levels. The evaluation involved groups of up to 12 student teachers working with university tutors and teachers in schools. This paper is based on eight evaluations completed during 1990-91 involving two colleges of further education, five coeducational comprehensive schools (community colleges), and one coeducational secondary modern school. All of the evaluations related to students aged 14 through 18 years old. Focus was on the teachers' participation in the collaborative evaluation process and changes in their perceptions about the nature of school evaluation, classroom practice, and whole school issues. The program helped generate a climate of change in which curriculum development and participation in policy implementation became a reality. Twenty-two references are included. (RLC) ED348397

Ambrosie, F. (1989). The Case for Collaborative, versus Negotiated, Decision Making. NASSP Bulletin v73 n518 p56-59 Sep 1989. The present confrontational labor/management negotiations model mitigates against the development of a higher form of teacher professionalism. Current union and school management models are highly centralized governance systems. Collaborative planning must be instituted in a collegial manner to be successful. (MLH) UMI EJ396504

Anderson, B. L., & Cox, P. P. L. (1988). Configuring the Education System for a Shared Future: Collaborative Vision, Action, Reflection. Massachusetts Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Publication Sales, Regional Laboratory for Educational Improvement of the Northeast and Islands, 290 S. Main Street, Andover, MA 01810 ($2.50). A strategy to reform the educational system based upon collaboration and inclusion, vision building among all participants, the establishment of a new infrastructure, and the replacement of linear, top-down planning is explained. Each of these four goals is examined with suggestions for implementation given. After this strategy is outlined, three types of activities are given to implement the system within an educational setting. These activities are first to establish "moderating and centering groups," groups where multiple views help people refocus on the shared vision for the schools. Next, system-linked pilot efforts should be designed to provide microcosms of the vision, to create the climate necessary for all. Last, the entire system's characteristics must be modified. This will include accountability, staffing, resource allocation, curriculum and instruction, planning strategies, and parent/community involvement. Footnotes are included. (LMS) ED298617

Andrews, S. V., & Others, A. (1994). Alternative Learning Environments Equal Role Changes for Participants. Indiana Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. This paper provides case studies in role change proceeding from description of a school-wide initiative to a teacher education methods class to individual students and their classroom teachers. All the case studies examine the changing roles of teachers, students, and professors within a climate of shared decision making, student/teacher collaboration, and collaborative classroom curriculum development. The paper suggests strategies which facilitate change and support teachers in new and more democratic roles in the classroom and in the school power hierarchy; addresses participants' concerns about role change in a school setting; explores conditions that provide support for role change in teaching and learning settings; and discusses the influence of teacher style. The propositions which emerged in the study and the implications for curriculum are summarized in the following statement: the qualities and conditions which democratic practice allowdevelopment of voice, the creation of learning environments, the pursuit of inquiry, and engagement in reflexivityare the major components of a framework for learning and therefore should be major components of curriculum in teacher education. Salient themes that emerged are noted: for role change to occur, a careful setting of the context is important, inquiry is expected and participated in by all members of the project, inquiry is collegial, those in power positions often engage in role abdication, and reflective identification of barriers to role change and strategies for overcoming the barriers are necessary. (LL) ED376150

Ariav, T. (1985). Collaborative School-Based Curriculum Development: A Case Study. New York Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Addressed to teachers, administrators, and researchers, this study discusses the philosophy behind collaborative school-based curriculum development and the results of an attempt to implement this type of curriculum development. This multi-disciplinary approach offers a way to combine the advantages of both centralized and localized decision making by bringing together the teacher's classroom expertise and the researcher's knowledge of theory and research methods. In this approach, the curriculum is planned and developed by, in, and for local schools, but the centralized agency provides resources, coordination between schools, supervision, leadership, and expertise. At different stages in the process the agency and the school have different levels of involvement, but shared responsibility exists at all times. The case study focuses on the attempt to develop a curriculum for Orthodox Jewish day schools that would encourage compassion among students. While difficulties developed, particularly in establishing trust and constructive working relationships among participants from differing backgrounds, positive results outweighed the difficulties encountered. This approach is recommended for future projects, even though the case study is not yet complete. (IS) ED257707

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Beeson, G. W. (1992). Collaborative Decision-Making between Principals and Teachers in Victorian Schools. Australia; Victoria Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Findings of a study that outlined the nature and scope of collaborative decision making between principals and teachers in Victoria, Australia, are presented in this paper. When the Cain Labor Government came to power in 1982, it mandated changes in education, including the use of site-based collaborative decision making. The Beginning Principals Study examined the ways in which beginning principals implemented the requirements for collaborative decision making in their schools. The longitudinal study, which began in 1989, involved a sample of eight and a sample of four first-time principals. Methodology included principal and teacher interviews, school visits, and a survey of principals. Findings suggest that the introduction of teachers' working conditions and staffing agreements and collaborative decision-making requirements have contributed to a reduction in industrial disputation, especially at the secondary school level. The collaborative decision-making model appeared to be generally well accepted and applied by beginning principals. However, practices varied by school and principal. Finally, principals and teachers generally lacked skills for effective shared decision making. (LMI) ED360682

Beeson, G. W., & Matthews, R. R. J. (1993). Collaborative Decision Making between New Principals and Teachers: Policy and Practice. Australia; Victoria Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Teacher participation in school decision making, often called participative or collaborative decision making, continues to be of significant interest in education research. Much of the discussion of collaborative decision making has centered on its claimed advantages. Research also has examined the economic, political, social, and cultural pressures which have contributed to school based decision making. Also, school-based management increases the sense of personal and political efficacy, broadens professional understanding, and increases trust in school organization. A study in Victoria, Australia, examined collaborative decision-making between beginning principals and teachers. Government policy in Victoria requires devolution of authority and responsibility to the school community, collaborative decision making, a responsive bureaucracy, educational outcomes, and the active redress of disadvantage and discrimination. The Beginning Principals Study was designed to determine how beginning principals implemented collaborative decision making. Interviews and questionnaires were used to study how 12 Victoria principals and teachers handled collaborative decision making situations. In all the decisions both the quality of the decision and its acceptance by staff were considered crucial. The study also suggests that when teachers are involved in meaningful collaboration and their input is considered important, conflict can be avoided. (Contains 26 references.) (JPT) ED361837

Bengtson, V. L., & Others, A. (1977). Relating Academic Research to Community Concerns: A Case Study in Collaborative Effort. Journal of Social Issues 33 4 75-92. This paper describes the process by which a group of minority community representatives became involved in decision-making roles throughout five years of a multidisciplinary research project. Suggestions are made for the consideration of social scientists who anticipate conducting community-related research in the future. (Author) Reprint Available (See p. vii): UMI EJ184253

Bergeron, B. P., & Bailin, M. M. T. (1996). Collaborative Hypermedia Development: Considerations for Academic Publishing. Educational Technology Review n6 p19-23 Fall 1996. From an economic and technologic perspective, self-publishing through electronic media is now a viable and attractive alternative to traditional publisher-mediated channels. For academicians developing a multi-authored hypermedia publication, a common vision must be created by defining pedagogical objectives; roles of all involved; authoring guidelines; and quality control. (AEF) Report/ISSN: ISSN-1065-6901 EJ539686

Birckbichler, D. W. (1995). Ohio's Collaborative Articulation and Assessment Project. ADFL Bulletin v26 n3 p44-45 Spr 1995. Discusses a cooperative effort to solve the articulation problems among participating institutions of higher education and to dispel the stereotypes impeding these efforts. Participants value highly the collegial exchange afforded by the project and feel that the project reduced their professional isolation. Teachers instituted changes in classroom practices. (CK) UMI Report/ISSN: ISSN-0148-7639 EJ505194

Bishop, K., & Staufacker, M. M. J. (1990). Clearing the Air: A Collaborative Approach to Smoke-Free Schools. Kentucky Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Suggestions are made for establishing a policy for prohibiting smoking on school property. First, a working committee for policy formation should be established. This committee should consist of representatives from all populations affected: students, teachers, parents, staff, bus drivers, cooks, administrators, and union and community representatives. The committee would be responsible for reviewing current policy, surveying target populations to assess their current needs, reviewing survey results, determining type of policy, and setting a timeline. Should a school district wish to set up a smoking-cessation program, it is suggested that the health promotion coordinator determine the appropriate program elements for his/her colleagues and school district. Generally, an effective program will address the following issues: knowledge or information, motivation, coping skills, stress management, weight control, exercise, relapse prevention, social support, and nicotine addiction. Some program characteristics to be considered are: behavior modification, hypnosis, nicotine replacement, cold turkey versus gradual reduction, and length. Other things to be considered are choice of trainer and evaluation data. (JD) ED328537

Bishop, T. (1987). Staff Development: A Collaborative Planning Model. Thrust for Educational Leadership v16 n4 p46-48 Jan 1987. Borrowing from Madeline Hunter, school districts should define staff development as school- or district-wide efforts to improve the quality of teacher decision-making. This article outlines a six-step process (including needs assessment, brainstorming, strategic plannning, communicating plans, coaching for effectiveness, and periodic monitoring) to achieve needed reforms. (MLH) EJ347181

Boyd, B., power, s. r. o. t. n. m. s. c. i. l. T. c. a. a. t. s. e. p. a. l. a. s. p. a. n. o. T. s. r., making, l. s. f. e. c., participation, d. t. c. o. b. s. a. u. c. d. m., programs, a. s. a. t. s. b. t. t. e. t. s. o. t. p. A. p. f. i. o. t. o. a. s. o. s. c. a. s. a., Postage., C. A. V. A. i. p. c. a. m. E. P.-M. P. P., Programs, K. D. G. S. R. P. D. M. P. F. A. C. C. P. E. P. E. S. E. F. C. P. S. S., %K Australia (Victoria) 94/113, , Report, ED298634, F., & Allen, E. K. (1986

Bruckerhoff, C. E. (1991). The Cleveland Collaborative and the Pursuit of Mathematics Curriculum Reform. Educational Policy v5 n2 p158-77 Jun 1991. The Cleveland (Ohio) Collaborative for Mathematics Education has rejuvenated the teachers, who have benefited from increased participation in decision making and productive forms of collegiality. Despite these gains, math curriculum and instruction remains heavily influenced by systematic programing, traditional teaching and learning conceptions, and serious attendance problems. (seven references) (MLH) UMI Report/ISSN: ISSN-0985-9045 EJ426942

Bruffee, K. A. (1984). Collaborative Learning and the "Conversation of Mankind.". College English v46 n7 p635-53 Nov 1984. Indicates that students and teachers must begin to develop awareness and skill at collaborative learning and that educators must create and maintain a demanding academic environment that makes social engagement in intellectual pursuits a part of students' educational development. (CRH) UMI EJ306541

Burch, P. (1993). Circles of Change: Action Research on Family-School-Community Partnerships. Equity and Choice v10 n1 p11-16 Fall 1993. Describes the Parent-Teacher Action Research Project, a multisite collaborative action research project involving eight schools that are part of the national reform network, the League of Schools Reaching Out. In project schools, teams of parents, teachers, and, in some cases, principals and students collaborate on family-school-community partnerships. (SLD) Report/ISSN: ISSN-0882-3863 EJ476913

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1986). Collaborative Decision Making in Local Development of School Policy and Practices.

Campbell, P. C., & Campbell, C. C. R. (1995). Collaborative Teaming: Skills for Communication in Small Planning Groups. Trainee Workbook. Building Inclusive Schools, Module 1. Kansas Available in paper copy and microfiche. EDRS Price - MF01/PC05 Plus Postage. Contract no.: H086U10015. This manual presents the trainee's workbook and the trainer's guidelines for the first of six modules in a teacher inservice series developed to promote the unified effort of both regular and special education personnel in understanding and applying nationally recognized practices to implement fully inclusive education for students with diverse learning abilities and disabilities. Module 1 is on collaborative teaming and skills for communication in small planning groups. The trainee workbook is in the form of: (1) 38 transparency masters which address building collaborative teams, leadership and trust building, communication skills, a seven-step program for problem solving and decision making, and a seven-step approach to conflict resolution; and (2) nine activity sheets which apply the problem solving and conflict resolution techniques. Appendices to the trainee workbook provide the basic information in more compact form and offer a detailed case study. The trainer guidelines offer learner objectives and suggested comments keyed to each of the transparencies. A pre/post test is also provided. (Contains 22 references.) (DB) ED391311

Carnine, D. (1995). The Professional Context for Collaboration and Collaborative Research. Remedial and Special Education v16 n6 p368-71 Nov 1995. Weaknesses in the field of education that have implications for collaborative research are considered, and education is compared to the more mature professions of health sciences and engineering which have agreed-upon standards and controls. Educational practitioners and researchers are seen as turning to collaborative decision making to bridge the gap between research and practice because of the lack of professional supports. (SW) UMI Report/ISSN: ISSN-0741-9325 EJ513549

Castle, J., & Giblin, A. (1992). A Collaborative Venture in Preservice Education: Participant Practices and Learnings. Canada; Ontario Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. A university faculty member and a retired elementary principal developed a practicum course for preservice students entering a 1-year post-baccalaureate program. The course included on-campus and in-school experiences. The two professionals met frequently to get to know one another, examine course requirements, and determine what unique knowledge and skills each had and what forums were best for them. They determined the most opportune times to direct students' thinking (during weekly reflective discussions following micro-teaching sessions in one of the schools and during the seminar segments of weekly counseling group sessions at the university). They kept journals, held periodic discussions, and soon discovered they had different expectations regarding students' skill levels and different ideas of the purpose, nature, and extent of dialogue. They learned the importance of considering individual reactions from each other's perspectives. Over time, they became more comfortable with each other's approaches and with student growth. There were concerns over their ability to apply professional knowledge properly, to help students reflect at progressively higher levels, and to help students benefit from the practicum, but the concerns were not overly restrictive. They believe their success was due to their similar views about the value of others and the purpose of education. Several principles related to separate dimensions of teaching directed their actions (reflection, socialization, and the ethic of caring). They believe other collaborative arrangements may fail without such conditions. (SM) ED349269

Chang, G. L., & Wells, G. (1987). The Literate Potential of Collaborative Talk. Canada; Ontario Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Noting that collaboration can enhance children's ability to solve problems of increasing difficulty, this paper discusses the theory of collaborative talk in the classroom and how it can be applied. The first section of the paper introduces the notion of collaborative talk by describing a classroom setting and offering an excerpt of two children working on a project and planning together. The second section explains more fully the role of talk in active learning and how it facilitates cognitive development and independent learning. The third section looks at collaborative talk as enabling and empowering children's learning, and exhorts teachers to help students without overpowering their efforts, while the fourth section discusses the characteristics of collaborative talk, including achieving a shared understanding of a task, and offering opinions and alternatives. The fifth section illustrates how collaborative talk works in one classroom by offering excerpts of talk from a third and fourth grade classroom. This section points out specifically where the teacher clarifies the conversation without dominating it. A final section discusses the attainment of literate thinking through talk, and notes the connections between literate talk and literate reading and writing. (Twenty-nine references are included.) (JC) ED288222

Clark, D. C., & Clark, S. S. N. (1996). Building Collaborative Environments for Successful Middle Level School Restructuring. NASSP Bulletin v80 n578 p1-16 Mar 1996. Leadership plays an important role in middle-school community members' collaborative efforts. Principals, by valuing and recognizing contributions of each teacher, staff member, student, and parent, give high visibility to the collaborative process. Principals also bolster collaboration by providing necessary support systems and helping participants establish procedures for identifying tasks and organizing groups. (22 references) (MLH) UMI Report/ISSN: ISSN-0192-6365 EJ519741

Cochran-Smith, M. (1991). Reinventing Student Teaching. Journal of Teacher Education v42 n2 p104-18 Mar-Apr 1991. Describes innovative student teaching programs, noting assumptions about power, knowledge, and language of teaching. The paper discusses contrasting relationships (consonance, critical dissonance, and collaborative resonance), arguing that programs based on collaborative university-school relationships provide unique learning opportunities. The University of Pennsylvania's Project START (Student Teachers as Researching Teachers) is described. (SM) UMI Report/ISSN: ISSN-0022-4781 EJ430623

Conti, G. J. (1978). The Collaborative Mode in Adult Education: A Literature Review. Texas Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. According to Jack Blaney, there are three basic learning modes, each with their own characteristics, requirements, and implications. While each is appropriate within the proper parameters, there is wide support in the adult education literature for the use of the collaborative mode in facilitating adult learning. An analysis of the works of several major contributors to adult education theory and literature reveals a series of accepted adult learning principles that can be implemented through the collaborative teaching-learning mode. In the collaborative mode, learners and teachers cooperatively determine the ends, means, and evaluation of learning. The learners' role is that of a voluntary member rather than of a student who is dependent on an agency or a teacher. These principles can be broadly categorized under the concepts of experience, democracy, continuity of experience, and interaction. Significantly, Malcolm Knowles identified these as the key concepts around which Dewey organized his philosophy. (KC) ED229534

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Dart, P. J. (1986). Effective Collaborative Administration: Concept and Practice. Roeper Review v9 n1 p13-16 Sep 1986. The article details aspects of a collaborative administrative style in a special school for gifted children, describing the function of administrators and other adults as role models, the sharing and delegation of decision making, a team approach to professional growth and support, and accountability through a "rich rules" system. (Author/DB) UMI EJ343932

Dowd, S. B. (1994). Education as a Change Strategy for Allied Health. Alabama Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. The ability of the educational system to bring about thinking allied health practitioners will remain limited unless methods of education are used that bring about reflective practitioners able to be change agents. Education must be transformative, helping the individual to reach new personal or professional heights. Some sort of balance must be achieved between education and training in the health professions. Collaborative learning incorporates teaching techniques and attributes in a problem-solving environment. This unique approach to learning has excellent application to the allied health educational process, and its focus on problem-solving approaches provides students with the decision-making skills they will later need as practitioners. Three essential elements of a collaborative learning environment are that it is nonthreatening and democratic; the teacher acts as a facilitator; and the learner must contribute, solve problems, and discuss. The most prominent characteristic of collaborative learning is its emphasis on the acquisition of problem-solving skills. In addition to training for skills and education for problem posing and solving, a necessary focus is a third neglected component of the curriculumthe development of values and beliefs necessary for holistic education. (Contains 31 references. A model of holistic education for the allied health professions is appended.) (YLB) ED375303

Draper, B. V., & Groningen, T. (1990). Collaborative Governance: Structures for Success. The California and Yosemite Community College District Experience. California Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Assembly Bill (AB) 1725 addresses the mission, functions, governance, finance, staffing, programs, services, and accountability of the California Community Colleges (CCC). Many of the bill's recommendations place emphasis on the 107 community colleges, the CCC Chancellor's Office, and the Board of Governors (BOG) becoming a single system of postsecondary education, with shared governance as the cornerstone of the system. The shared governance provisions of AB 1725 encompass two levels: statewide shared governance between the BOG and the local district boards; and local governance between the local board and the academic senate. Perhaps the most important aspect of the bill's provisions is that the BOG and the local boards still have the primary responsibility and authority for the statewide system and the local colleges, respectively. One of the main goals of AB 1725 is increased involvement of the academic senates, particularly in the areas of hiring and evaluation. The CCC Chancellor's Office has developed a number of analytical documents to assist local districts in implementing the many different responsibilities of AB 1725. Yosemite Community College District (YCCD) has begun to address AB 1725 provisions through an agreement between the Yosemite Faculty Association and the YCCD to establish a District Council. A statement of principles and member position descriptions for the District Council have been developed. Appendixes provide state policies and regulations on shared governance, including revisions to existing Title 5 regulations on Academic Senates, and on the participation of staff and students in governance. (JMC) ED346909

Dukewits, P., & Gowin, L. (1996). Creating Successful Collaborative Teams. Journal of Staff Development v17 n4 p12-16 Fall 1996. Describes the Missouri Accelerated Schools Project and offers information about each component, suggesting activities that teams could use to develop the skills necessary to establish a collaborative culture. Five key components are necessary for productive school teams: establishing trust, developing common beliefs and attitudes, empowering team members, effectively managing meetings, and providing feedback about teamings. (SM) Report/ISSN: ISSN-0276-928X EJ535074

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Fine, M. (1992). Chartering Urban School Reform: Philadelphia Style. Draft. New York Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. This essay describes charter school development and the 3-year Philadelphia (Pennsylvania) Schools Collaborative, which worked with educators and parents to transform comprehensive high schools, increase student outcomes, and establish teacher engagement and parental involvement. Charter schools (intellectual and emotional communities of adults, students, teachers, parents, counselors, and university faculty that nurture an engaging educational experience across 4 years and enjoy ongoing relationships inside urban public high schools) were designed. Neighborhood high schools and the Central District were radically reformed via communication and decision making governance, school organization, professional development, student and family supports, assessment/evaluation, and partnerships/focus on transitions. Eight million dollars and 3 years later, the first phase of the Collaborative shows that school-based restructuring (a relentlessly supported strategic agenda focusing on transformed governance, instruction, structure, assessment, and student supports) improves student outcomes even in poverty-ridden districts; external investment enhances student outcomes, especially monies instigating systemic change; participatory and strategically guided decision making lead to improved student outcomes; schools most "at risk" are most susceptible to early improvements, especially with high external and deep school-based investment; and educationally rich and intimate learning communities enhance student learning, teacher collaboration, and parent involvement. (Contains 20 references.) (RLC) ED371048

Flynn, C. W. (1975). Collaborative Decision Making in Secondary Schools: Difficult but Worth the Price. In this paper, the principal of a high school in Eugene, Oregon, describes the impact of the adoption of collaborative decisionmaking procedures in his school. The collaborative decisionmaking experiment began in 1970 with an organization development (OD) intervention intended to train the school faculty in communication skills, group processes, problemsolving, and decisionmaking. The author served as the intervener for the project while pursuing graduate studies at the University of Oregon. The author describes the collaborative decisionmaking structure developed at the school as a result of the OD intervention and discusses some of the advantages and disadvantages of the new arrangement. Results of a 1974 staff survey showing showing widespread understanding and support of the collaborative structure are contrasted with the results of a similar survey from 1970, before the OD intervention. In a brief addendum, the author summarizes significant developments at the school during the first half of the 1974-75 school year and discusses the addition of student representatives to two of the school's decisionmaking bodies. (JG) Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. ED103958

Flynn, C. W. (1976). Collaborative Decision Making in a Secondary School. Education and Urban Society 8 2 177-182. Concludes that organizational development is a positive influence in promoting the type of school climate that allows for open relationships between teachers, students, and administrators. (AM) EJ133747

Fox, R. A., & Others, A. (1995). Christian School Discipline: A Collaborative Approach to Improving Student Behavior. Journal of Research on Christian Education v4 n2 p183-93 Aut 1995. With input from administrators, teachers, students, parents, and other parish members, a Catholic elementary school developed a comprehensive discipline program around the themes of respect, spirituality, and responsibility. The program was evaluated over one year. Surveys indicated that parents, teachers, and students had positive perceptions of the project. (SM) Report/ISSN: ISSN-1065-6219 EJ523849

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Galbraith, L. (1993). Familiar, Interactive, and Collaborative Pedagogy: Changing Practices in Preservice Art Education. Art Education v46 n5 p6-11 Sep 1993. Contends that preservice art education should provide students with a balance between practices and the need for school reform. Describes an action research program in which preservice students add descriptions of effective instruction, summaries of classroom research, and case studies to a hypermedia program used by other students. (CFR) UMI Report/ISSN: ISSN-0004-3125 EJ476729

Gates, C. T. (1996). Making a Case for Collaborative Problem Solving. Community Education Journal v23 n1-2 p22-25 Fall-Win 1995-96. Five new realities affect community problem solving: (1) fewer public dollars; (2) increased local/regional responsibility; (3) renewed focus on local government integrity; (4) wider distribution of community power; and (5) increasingly diverse population. Communities that prosper practice collaborative problem solving and consensus-based decision making. (SK) UMI Report/ISSN: ISSN-0045-7736 EJ524041

Gay, G., & Lentini, M. (1994). Communication Resource Use in a Networked Collaborative Design Environment. New York Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. The purpose of this exploratory study was to examine student use of a prototype networked collaborative design environment to support or augment learning about engineering design. The theoretical framework is based primarily on Vygotsky's social construction of knowledge and the belief that collaboration and communication are critical components in the development of reasoning and learning. The specific goals of the research were to characterize design activities and practices and to examine the use of multiple communication resources to augment activities in a three-way group collaboration. Three groups of students were asked to solve an engineering design problem using a variety of materials, a prototype computer-supported cooperative work (CSCW) system, consisting of audio/video conferencing, chat box, draw tool, an interactive multimedia database of engineering information and a multimedia database of electronic textbooks. The groups were given tasks analogous to those of a main contractor and two subcontractors, but specific tasks were left ambiguous to force students to negotiate the boundaries of their tasks. Activities were categorized as: orienting; sub-dividing the problem; establishing roles; information seeking; information sharing; monitoring; negotiating understanding; designing; building; and evaluating. Multiple channels of communication were used by students in three ways: increasing the depth of the discussion; increasing the breadth of the discussion; and overcoming technical difficulty. Conclusions suggest that students need multiple representations of design information to effectively move the design process forward. These multiple channels can encourage both monitoring an active participation and can facilitate clarifications, acknowledgements, information sharing, negotiation, and the transmission of design information. Findings are illustrated in two figures. (Contains 33 references.) (MAS) ED385226

Goodson, I. (1995). Negotiating Fair Trade: Towards Collaborative Relationships Between Researchers and Teachers in College Settings. Peabody Journal of Education v70 n3 p5-17 Spr 1995. Discusses impediments in collaboration between college researchers and teachers. Using case studies, the paper describes how differences can enrich research initiatives and enhance the collaboration. The paper examines "fair trade" as a beginning for negotiations between outsiders and insiders, highlighting the negotiation of fair roles and relationships in research projects. (SM) UMI Report/ISSN: ISSN-0161-956X EJ514183

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Hackmann, D. G., & Schmitt, D. D. M. (1995). Promoting School-University Partnerships: Professional Development of Teachers through the Collaborative School Improvement Program. Michigan Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. One method of training principals and teachers to lead substantive change initiatives lies in partnership activities between schools and the local university. The Collaborative School Improvement Program (C-SIP) is a successful school-university partnership that focuses upon collaborative relationships between Eastern Michigan University and area schools to promote school improvement activities through building-level shared decision making. The C-SIP model offers a clearly delineated problem-solving approach that effectively combines theory, research, and practice. The individual school, the local school district, the intermediate school district, and Eastern Michigan University each assume important roles in ensuring the successful implementation of local projects. Faculty are recognized as equal shareholders in the change process, and administrative support is a prerequisite to a school's acceptance as a project school. Eastern Michigan University provides financial and technical assistance to each project site, and a faculty member is assigned as a facilitator in assisting with change efforts. The assumptions which form the foundation of the C-SIP model are listed, the C-SIP six-step process is outlined, typical school improvement goals are discussed, and implications for staff developers are identified. (Contains 23 references.) (JDD) ED381505

Harchar, R. L., & Hyle, A. A. E. (1996). Collaborative Power: A Grounded Theory of Administrative Instructional Leadership in the Elementary School. Journal of Educational Administration v34 n3 p15-29 1996. Describes a study seeking to develop a theory of instructional leadership grounded in interview data from practicing administrators and their teachers. Effective elementary instructional leaders engaged in various strategies designed to balance power inequities in their school community. They exemplified the use of collaborative power based on trust, respect, and collegiality. (23 references) (MLH) Report/ISSN: ISSN-0957-8234 EJ529289

Hawkes, R. R., & Stahlhut, R. R. G. (1989). Field Responsive, Center Specific: A Model for Collaborative Partnerships. Iowa Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. A description is given of the Regional Partnership Program, a field-responsive, center-specific model established at the University of Northern Iowa (UNI) designed to oversee clinical field experiences for student teachers. This cooperative partnership calls for a resident tenure track professor to be placed in a geographic area away from the main campus for the purpose of directing the student teaching program, teaching extension courses and being involved in other activities designed by the university. The model involves six regional districts specifically located across the state in such a fashion as to cause the university to be in touch with all areas of the state. The six regional districts serve as the administrative units for the field program, thus allowing the decision-making process to be more closely aligned to the activities and needs of the field. All partnerships have been developed to allow for the incorporation of a cadre of educational practitioners who participate in the management of the regional center and advise the university on matters related to the total education program. The center-specific component of the UNI partnership program was designed to encourage creativity and to respond to regional needs. Cadre involvement extends beyond clinical field experience activities and cadre members are involved in a variety of teacher education matters. (JD) ED310086

Hawthorne, R. D. (1990). Analyzing School-Based Collaborative Curriculum Decision Making. Journal of Curriculum and Supervision v5 n3 p279-86 Spr 1990. As teachers, administrators, and community members move from a district curriculum management system to a school-based model and from an isolated, private teacher planning format to a collaborative forum for curriculum deliberations, participants will need new perspectives and skills for analyzing the new practices. This article provides this information. Includes 12 references. (MLH) UMI EJ406877

Hayes, D. (1995). The Primary Head's Tale: Collaborative Relationships in a Time of Rapid Change. Educational Management & Administration v23 n4 p233-44 Oct 1995. Based on a two-year ethnographic study of an English primary school, this article examines how its headteacher struggled to cope with rapid change while trying to maintain positive relationships within the school and with external groups. Focus is on (mostly positive) outcomes from liaison work with an affiliation of headteacher colleagues (the academic council) and the local education authority. (37 references) (MLH) Report/ISSN: ISSN-0263-211X EJ515986

Hayes, D. (1996). Taking Nothing for Granted: The Introduction of Collaborative Decision-Making in a Primary School. Educational Management & Administration v24 n3 p291-300 Jul 1996. Discusses a British primary headteacher's attempts to introduce collaborative decision making by establishing regular formal meetings, both as a whole staff and within age-related teams. Describes and interprets the varied, complex patterns of staff response. Teachers are more responsive to collegial leadership styles when they perceive that the outcome protects their pupil-centered educational philosophy. (53 references) (MLH) UMI Report/ISSN: ISSN-0263-211X EJ529320

Hilgers, T. L. (1987). Young Writers Facing a New Collaborative Writing Task. Journal of Research in Childhood Education v2 n2 p108-16 Fall 1987. Suggests that first-time young collaborators are likely to struggle for control of their writing group and for control of the common text. They are ultimately likely to accept the leadership of the group member who makes best use of other member's skills. Focuses on problem-solving skills. (Author/RWB) EJ363981

Hofmann, J. M. (1991). A Collaborative Model of Induction. Connecticut Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Development and implementation processes of the Beginning Educator Support and Training (BEST) program, a teacher evaluation and support system in Connecticut, are described. Purposes of the BEST teacher induction program include facilitating the acquisition of effective teaching behaviors, supporting new teachers, and developing veteran teachers' leadership skills. Program implementation and design are based on collaboration among educators, administrators, and policy makers; decentralization; shared information; and accessibility. (8 references) (LMI) ED335782

Hunt, C. S., & Burford, A. A. M. (1994). Group Support Systems: A New Frontier for Amplifying Creativity and Collaborative Learning. Business Education Forum v48 n3 p31-34 Feb 1994. Discusses Group Support Systems (GSS) and their impact on the effectiveness of group decision making. Explains how this technology provides expanded and enriched experiences beyond routine group arrangements. Reviews selected groupware packages. (JOW) UMI Report/ISSN: ISSN-0007-6678 EJ477014

Hursh, D., & Others, A. (1996). From Miriam's Living Room to the Genesee Valley Collaborative: Working Together for Reform.

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Keenan, D., & Joyce, C. (1995). A Collaborative Effort between School System, University, and Community Can Enhance Public School Choice Options. Ohio Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. The Ohio Educational Reform Bill, S.B. 140, mandated that each school system adopt a school-choice policy for parents and students of adjoining districts. This paper describes the choice options that were developed by the Steubenville City Schools and Franciscan University. To meet the state requirements, the Steubenville school system first conducted a needs-assessment study during the 1989-90 school year. The Superintendent's Advisory Committee then reviewed the concerns and submitted recommendations to the board of education and superintendent. A survey was conducted of each public elementary-school parent; 38 parents of parochial students also participated. The next step involved collaboration with Franciscan University to develop computer science, fine arts, math and science, and international studies programs at three of the city's six elementary schools. The pilot choice options have resulted in committed students, parents, staff, and university personnel; the enrollment of parochial and interdistrict students; the development of parental support groups; an increased sense of empowerment among participants; and the expansion of curricular offerings at the middle- and high-school levels. Contains 29 references. (LMI) ED383049

Kimpston, R. D., & Rogers, K. K. B. (1987). Collaborative Curriculum Planning: Does the Process Contribute to Changes in Attitudes toward Curriculum? Minnesota Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Because professional involvement in curriculum development is now commonplace in U.S. schools, it is imperative to consider the participants, their curriculum planning views, and the relationship of these views to the planning process. This paper describes a three-year study to determine whether the initial predispositions of participating teachers and principals were changed as a result of their active involvement in the collaborative curriculum planning process in a large Midwestern suburban school district consisting of 15,000 students and 750 teachers. The first year of the project (Phase 1) concentrated on defining the project's expectations, documenting the current district curriculum, and planning development activities. Phase 2 focused on developing new curricular components and revision recommendations for each content area. A curriculum system was also developed for implementing, maintaining, and evaluating the new content areas. Phase 3 involved implementing the new curricula in the four content areas (art, guidance, computers, and science) identified as needing immediate revision during the second phase. During all three phases, committees comprised of principals and teachers collaborated on various tasks. Findings show that teachers and principals involved in a broad-based curriculum planning process can reach consensus about curriculum uses. Furthermore, the more opportunities for curriculum planning of any sort, the more favorably teachers will view curriculum work. Several additional insights about participants are also summarized. Included are two tables containing data from the three phases of the curriculum planning project and instruments administered, respectively. (MLH) ED287197

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Laschinger, H. K. S., & Weston, W. (1995). Role Perceptions of Freshman and Senior Nursing and Medical Students and Attitudes toward Collaborative Decision Making. Journal of Professional Nursing v11 n2 p119-28 Mar-Apr 1995. Nursing (n=109) and medical (n=108) students from a large Canadian research university were surveyed to determine differences between first- and fourth-year students' perceptions of necessary competencies. Nursing students' perceptions of competencies important for medicine were more congruent than medical students' perceptions of those important for nursing. (JOW) UMI Report/ISSN: ISSN-8755-7223 EJ498651

Lemke, J. L. (1995). Emergent Agendas in Collaborative Activity. New York Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. This paper discusses a cognitive model of how action agendas and goals emerge through the dynamics of self-organization in collaborative activities. While machines are designed to perform a function, or goal, humans are self-organizing systems that set their own goals and produce order without having external order imposed on them, or, more precisely, they participate in ever larger self-organizing supersystems in which there are always new, emergent goals at each stage. As actions occur, they change the possibilities for further action, and goals change along the way. An example of this process is offered: grade 4-5 students in a science class were videotaped as they attempted to build a tower out of plastic soda straws and pins. There was no "problem" to be solved, only the "vagueness" of the activity; no agenda of problem solving, until a problem was created by the joint "actions" of the participants, including the inanimate objects. Though at the outset the problem is vague, "build a tower," problems and goals become more specific as the activity progresses into the specific activities of construction. In principle, the course of collaborative activity is not predictable; at each moment the probabilities for various subsequent happenings can be imagined or estimated. But as they happen and create the conditions of possibilities and likelihood for what follows, in turn, new orders or agendas, are created in the developing system. The paper concludes that consideration of emergent agendas in collaborative activity may prove fruitful of new and useful analyses. Transcripts of the video tape segments are attached. (Contains 15 references.) (ND) ED386425

Lieberman, & Ann, E. (1990). Schools as Collaborative Cultures: Creating the Future Now. Pennsylvania Available in paper copy and microfiche. EDRS Price - MF01/PC11 Plus Postage. The Falmer Press, Taylor and Francis Inc., 1900 Frost Road, Suite 101, Bristol, PA 19007. Report/ISSN: ISBN-1-85000-673-3: (8) "The Social Realities of Teaching" (A. Liebermann and L. Miller); (9) "Teachers as Colleagues" (J. W. Little); (10) "Leadership for Curriculum Improvement: The School Administrator's Role" (G. A. Griffin); (11) "Staff Development and School Change" (M. W. McLaughlin and D. D. Marsh); and (12) "Schools for the Twenty-first Century: The Conditions for Invention" (P. C. Schlechty). Two figures are included. Each chapter includes a list of references. (FMW). This collection of 12 essays examines the school's need to establish a collaborative environment as a precondition for its own development. The following chapters explore the necessary shift in schools from a bureaucratic to a professional mode: (1) "Recanting Bureaucracy: A Democratic Structure for Leadership in Schools" (D. L. Clarke and J. M. Meloy); (2) "Teacher Professionalism: Why and How" (L. Darling-Hammond); and (3) "What Are Schools of Education For?" (S. B. Sarason). The following chapters examine critical issues of fundamental change: (4) "A Fundamental Puzzle of School Reform" (L. Cuban); (5) "Education Reform Strategies: Will They Increase Teacher Commitment?" (S. J. Rosenholz); (6) "Teaching Incentives: Constraint and Variety" (G. Sykes); and (7) "Healing Our Schools: Restoring the Heart" (T. E. Deal). The following chapters investigate the changing roles, relationships, and culture of the ED333064

Light, P., & Others, A. (1987). Collaborative Interactions at the Microcomputer Keyboard. Educational Psychology v7 n1 p13-21 1987. Reports on two studies concerned with computer usage in the context of collaborative groups. Looks at the computer's capacity to stimulate active collaboration and discussion among children. Studies were made of a group of eight-year-olds and eleven-year-olds. Reports that groups in which partners were chosen had fewer problems than groups which were formed on the basis of arbitrary allocation. (Author/RKM) EJ353172

Liontos, D. (1987). Collaborative Bargaining in Education. ERIC Digest Series, Number 20. Oregon Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Publications, ERIC Clearinghouse on Educational Management, University of Oregon, 1787 Agate Street, Eugene, OR 97403 (free). Contract no.: OERI-R-86-0003. Adversarial collective bargaining often leads to lingering resentments. Collaborative bargaining, conversely, is a problem-solving approach to contract negotiations based on common interests and mutual respect. It is estimated that at least 500 school districts nationwide incorporate major elements of the collaborative approach in their collective bargaining. Elements that help to foster cooperation are trust and respect for colleagues. For school districts to incorporate collaborative bargaining in their negotiations, they should: obtain information and resources about what others using this approach have done; attend courses or workshops; and establish joint committees to work on school problems. (TE) ED284372

Liontos, D. (1987). Collaborative Bargaining in Schools: Case Studies and Recommendations. OSSC Bulletin v31 n1 Sep 1987 Oregon Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Publication Sales, Oregon School Study Council, University of Oregon 1787 Agate Street, Eugene, OR 97403 ($4.00 prepaid; quantity discounts; add $1.50 for shipping and handling on billed orders). Adversarial collective bargaining often leads to lingering resentments. Collaborative bargaining, conversely, is a problem-solving approach to contract negotiations based on common interests and mutual respect. Recognizing the interrelationship between trust at schools and trust at the bargaining table, a growing number of school districts are seeking alternatives to the typical adversarial bargaining methods. This bulletin, by looking closely at the collaborative bargaining approaches used in two Oregon school districts, attempts to outline procedures a district and union can follow toward the adoption of a collaborative model. Interviewees included the superintendents of the West Linn School District and the Oregon City School District and the director of the State of Oregon Conciliation Services. All agreed that to facilitate fruitful negotiation, both sides must adopt the goal for everyone to win, not for one party to win and the other to lose. Recommendations covering before, during, and after bargaining are made to administrators and teachers who wish to incorporate aspects of the collaborative approach in their collective bargaining. Ten references and a list of persons interviewed are included. (MLF) ED285287

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Meis, R. L., & Hall, B. (1988). Perceptions of Participatory Decision Making by "Key Players" in a Collaborative School/University Staff Development Program. Michigan Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. The Staff Development for School Improvement Program (SDSI) at Eastern Michigan University (EMU) and Wayne State University (WSU) is an exceptional undertaking, designed to promote school improvement through the cooperative actions of EMU and WSU, and public schools. In the program, a university faculty member (facilitator) is assigned to work with the staff of a designated school to design and implement a staff development project. The use of a participatory decision making model (the six-step process), and the adoption of a project which results in improvement of the instructional environment, are the two primary outcomes expected from the SDSI. A survey was developed focusing on the perceptions of the key players, teachers, building leadership teams, principals and university facilitators relative to the expected outcomes of the six-step process-participatory decision making and adoption of a project which results in improvement of the instructional environment. Basic general recommendations offered cover two areas: (1) the perception of the teachers of the six-step process and how it related to expected educational outcomes; and (2) the preparation of the facilitator in assisting the teachers. (Author/JD) ED316511

Mellencamp, A., & Others, A. (1993). Developing Collaborative Schools: A Model for Educating Rural Students with Disabilities in the Regular Education Environment. Vermont Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Contract no.: H023F80027. In collaborative schools, regular and special education teachers meet regularly to analyze and make decisions about instructional practices and services to meet the needs of all students. This paper explores the effectiveness of a school development model in helping small rural schools adopt three characteristics of collaborative schools: (1) a schoolwide team approach in which all school professionals engage in cooperative planning and problem solving; (2) ongoing individual professional development; and (3) inclusionary instructional practices. The school development model consists of an eight-step process: define the problem; analyze the problem; brainstorm solutions; select the best solution; develop an action plan; implement the action plan; develop teacher-leaders; and evaluate the action plan. This process was implemented over a 4-year period in four small elementary and secondary schools in northern rural Vermont. Annual surveys of teacher participants revealed that the model: (1) was effective in creating change in schools; (2) was adaptable to various settings; (3) increased teacher participation in instructional decision making; (4) was dependent on the principal's support; (5) increased teacher collaboration and team teaching; (6) fostered peer leadership skills; (7) increased the use of various inclusionary instructional practices; and (8) required a significant commitment of time and resources. This paper includes an outline of inclusionary educational strategies aimed at teachers and students. (SV) ED364375

Mergendoller, J. R. (1981). Mutual Inquiry: The Role of Collaborative Research on Teaching in School-Based Staff Development. Ecological Perpectives for Successful Schooling Practice. California Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Report/ISSN: EPSSP-81-2 Contract no.: 400-80-0103 Grant No.: OB-NIE-G-78-0103. Collaborative research can contribute to teachers' personal growth and professional development as well as to the coordination of instructional approaches and goals throughout the school. Collaborative research in teaching can be defined as research conducted inside the classroom by two or more individuals with different role orientations and professional concerns. The collaborative effort can be seen in the mutual work and ideas of the Ecological Perspectives for Successful Schooling Practice Project (Far West Laboratory for Educational Research and Development, San Francisco, California) and of another research project, Interactive Research and Development on Teaching (Tikunoff, Ward, and Griffin). Three general characteristics of collaborative research are: (1) Collaborative research requires the establishment of parity among collaborators; (2) It demands the maintenance of reciprocal relationships among team members representing different professional orientations; and (3) It requires the establishment of a common language among its participants. Three collaborative research activities found particularly productive are: (1) open-ended interviews; (2) collaborative data analysis; and (3) collaborative planning. Collaborative research on teaching has a central role to play in staff development programs. It provides an important core of activities in which teachers and researchers come together and examine the problems and possibilities of teaching. (JM) ED230496

Misso, J. D. (1995). Consensus Bargaining: A Step toward Rational Thinking. School Business Affairs v61 n12 p26-28 Dec 1995. The goals of any aspect of collective bargaining are to arrive at a fair and equitable agreement, and to use a continuing consensus process as the best means of arriving at agreement. Describes the features of consensus bargaining and lists some simple dos and don'ts. (MLF) UMI Report/ISSN: ISSN-0036-651X EJ517789

Morrison, J. L. (1992). The Computer Conference: Adaptive Problem-Solving within a Spontaneous Technological Framework. Educational Technology v32 n12 p45-47 Dec 1992. Discussion of computer conferencing as a collaborative learning strategy and a group-oriented decision-making process highlights a study of undergraduates at the University of Delaware who participated in a computer conference. Technical responsibilities, strategy development, debate advancement, and user temperament are examined; and the value of a spontaneous problem-solving format is discussed. (11 references) (LRW) UMI Report/ISSN: ISSN-0013-1962 EJ456191

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Newman, C., & Others, A. (1996). Transforming Teacher Education, Teaching and Student Learning in a Professional Development School Collaborative. A Work in Progress. Ohio Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. This paper describes a Goals 2000 project intended to redesign preservice teacher education, practicing teacher roles, and student learning experiences within a Professional Development School framework. The team includes teaching faculty from the University of Akron (Ohio) College of Education Department of Curricular and Instructional Studies, senior students in the elementary teacher education program, an assistant superintendent, principals and teachers from two urban elementary schools, and staff from the Summit (Ohio) County Educational Service Center-Technology Academy. The model for this project involves five components: structuring the collaborative; selecting the sites and participants; creating a shared vision; the intern/student teaching experience; and evaluation and dissemination. During the fall semester, interns spend two days a week with an assigned mentor-teacher. As interns become part of the class routine, they are encouraged to work with their mentor-teacher to design, deliver, implement, and evaluate models of new work. In the spring semester, the students engage in formal student teaching that includes an eight-week primary placement and an eight-week intermediate grade placement. The university faculty and grant coordinator remain on-site to develop relationships and to facilitate and teach classes on curriculum, evaluation, and professional issues. (JLS) ED404308

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Oja, S. N. (1988). Some Promising Endeavors in School-Univerity Collaboration: Collaborative Research and Collaborative Supervision in the University of New Hampshire Five-Year Program. New Hampshire Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Two areas of school-university collaboration in the University of New Hampshire 5-year program of teacher education are collaborative research and collaborative supervision. This paper discusses how teachers, school administrators, and university faculty work together on research and supervision issues in teacher education. In considering issues important in school-university collaborative research, the first one examined is the relationship between school context and the collaborative research being conducted. The second issue involves questions of project control and leadership. A description is given of the two models of supervision that are being used. In one model, a cooperating teacher assumes major responsibility for coordinating the teachers and interns within the school. Another school, using an egalitarian model, has all cooperating teachers meet regularly as a group with the university supervisor in order to address specific questions of intern supervision. Products of the project are briefly described, and intended outcomes are suggested. (JD) ED294835

Organization. (1977). School-Community-University: Collaborative Decision Making. Improving Learning Opportunities: IMPACT Series, No. 6. This document is the sixth in a series of eight that document the Lincoln, Nebraska, Public School System Tenth-Cycle Teacher Corps Program, and consists of an explanation of the role "collaboration" plays in the development and conduct of the Program. School-community-university cooperation is discussed as a major concept in the development of all Teacher Corps projects. To illustrate this method of planning, a model of the Lincoln collaborative decision-making process is presented and illustrated by appropriate examples in the following three areas: (1) decision making for community involvement; (2) decision making for competency based teacher education; and (3) decision making between school and university. The appendix presents results of a community needs survey. (MJB) Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Contract no.: OE 600-750-3580 ED146169

Organization. (1985). Organizational Characteristic: Collaborative Planning and Collegial Relationships. Minnesota Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. One of the organizational characteristics used in the Minnesota School Effectiveness Program is a positive school climate, which includes collaborative planning and collegial relationships. This module begins by identifying four types of collegial practices that characterize successful schools: (1) frequent, continuous, and increasingly precise talk about teaching practice; (2) observation of teaching with useful postevaluation conversations; (3) teaching materials that are planned, designed, researched, evaluated, and prepared by teachers working together; and (4) staff members teaching each other instructional procedures. A short summary of research is included that shows the relationships between staff members and between staff and administration to be a determinant of a climate favorable to continuous improvement of instructional practices. Fifteen implementation suggestions are then provided, along with instructions and instrumentation for (1) an activity to promote positive feedback, and (2) a staff interaction survey. A short bibliography is also included. (TE) ED258361

Organization. (1988). Online: Learning Collaboratively. Language Arts v65 n1 p74-79 Jan 1988. Two articles point out the importance of students' collaboration in the computer lab. The first describes two students' use of the word processor to write a story collaboratively. The second analyzes the dialogue of two students playing a computer game, showing that such games help students become better at planning and decision making. (ARH) UMI EJ371924

Organization. (1991). Partners in Problem-Solving: A Collaborative Process for Resolving Student Learning and Behavior Problems. A Staff Development Program for Educators. Participant Guide. Bulletin No. 92162. Wisconsin Available in paper copy and microfiche. EDRS Price - MF01/PC05 Plus Postage. Bureau for Exceptional Children, Division for Handicapped Children and Pupil Services, Wisconsin Department of Public Instruction, 125 South Webster Street, P.O. Box 7841, Madison, WI 53707-7841. The PARTNERS program is designed to assist educators in a problem-solving process and in making appropriate intervention decisions for students with learning and behavior problems. Through presentation, reading, discussion, and activities, participants have an opportunity to learn about and use an effective educational problem solving, decisionmaking model They are also expected to work with a colleague and practice collaboration as well as implement interventions between workshop sessions. The guide begins with an introduction, a problem solving process graphic, a description of the problem solving process and of educators as collaborators in problem solving, a brainstorming activity, and guidelines for brainstorming and group voting. Following this overview, the guide is organized into five sections: (1) Classroom Teaching and Review; (2) Problem Identification and Clarification; (3) Intervention and Evaluation Planning; (4) Implementation; and (5) Evaluation and Follow-up. Each of these sections includes explanations, discussion questions, and guided practice activities. Appendices include: The PARTNERS in Problem Solving Process Graphic; Guidelines for Brainstorming and Group Voting; Check List for Mismatch Statements; List of Contributing Factors; Intervention Plan; PARTNERS in Problem Solving Procedures; Exceptional Education Needs (EEN) Referral, Evaluation and Placement Process; Glossary; and Annotated List of Resource Materials. (LL) ED347135

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Palincsar, A. S., & Others, A. (1993). Pursuing Scientific Literacy in the Middle Grades through Collaborative Problem Solving. Elementary School Journal v93 n5 p643-58 May 1993. Describes an instructional program designed to promote scientific literacy among middle grade students. The program used a collaborative group instruction approach and focused on the development of tasks that provided students with opportunities to solve problems and to employ concepts useful to scientific problem solving. (PAM) UMI Report/ISSN: ISSN-0013-5984 EJ464548

Parkay, F. W., & Others, A. (1997). Creating a Climate for Collaborative, Emergent Leadership at an Urban High School. International Journal of Educational Reform v6 n1 p64-74 Jan 1997. Explores stressors, role changes, and paradoxes encountered by four administrators and two teacher-leaders since their high school began restructuring in 1994. Identifies decision-making anxieties, role conflict and ambiguity, and accountability apprehension as sources of stress. Restructuring was impeded by training inadequacies; bureaucratic, anticollaborative practices; teacher hostilities; administrator-teacher conflict; and vision ownership problems. (43 references) (MLH) Report/ISSN: ISSN-1056-7879 EJ544243

Patrick, J. (1994). Direct Teaching of Collaborative Skills in a Cooperative Learning Environment. Teaching and Change v1 n2 p170-81 Win 1994. A fifth-grade teacher describes her investigation of direct teaching of collaborative skills, explaining how she taught explicit cooperative skills and documented her findings. The teacher describes patterns of higher-quality journal entries, improved collaborative skills, increased self-esteem, transfer of collaborative skills to new contexts, and students' coping skills. (Author/SM) Report/ISSN: ISSN-1068-378X EJ488766

Perry, C. M., & Others, A. (1984). The Collaborative Effort of Redesign in Teacher Education: The Planning and Implementation Process. Maine Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. The redesigning effort at the College of Education at the University of Maine at Orono, now in the second year of its implementation, stresses collaboration with those involved in education including university faculty, former students, public school teachers, and administrators. Decisions about what students at the College of Education should observe and do in the public schools for their preparation are made jointly by college faculty and area school teachers. On-campus course content is decided in the same manner; decisions are arrived at by consensus and no power hierarchy exists. A description is given of how representatives of the university faculty and the public sector are recruited, how they communicate with each other, and how a representative team of planners with the overall responsibility for leading the planning is established. In the implementation of the redesign, collaboration has become even more important as evidenced by public school teachers and college faculty involved in implementing the planned changes and educating preservice teachers. The organization unit for collaboration is a team composed of one university teacher educator, a graduate student, school representatives from each school in a district, and twenty freshman education majors. The current functioning of the collaboration and anticipated future developments are discussed. (JD) ED258930

Peterson, K. D., & Brietzke, R. (1994). Building Collaborative Cultures: Seeking Ways To Reshape Urban Schools. Urban Monograph Series. Illinois Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. North Central Regional Educational Laboratory, 1900 Spring Road, Suite 300, Oak Brook, IL 60521 ($5.95, order no. UMS-BCC-94). Contract no.: RP91002007. This monograph concentrates on the components of collaborative cultures and how schools develop such collaborative cultures. Urban schools face unique challenges in the frequent lack of resources and the special needs of their often disadvantaged populations. The school culture is a unique quality of the school that is a complex web of norms, values, beliefs, assumptions, and traditions built up over time. In collaborative school cultures teachers regularly engage in professional dialogue with colleagues; they share knowledge and work together to solve problems. Collegiality and collaboration have been identified as elements of successful schools. While conflict will still occur in collaborative school cultures, situations can be worked out for the good of the students through collaboration. Collegial relationships are important in collaborative schools to enhance productivity and staff development. Activities that foster these relationships and shaping a collaborative culture are outlined. A 10-item annotated bibliography is included. (Contains 32 references.) (SLD) ED378286

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Richardson, M. D., & Others, A. (1992). The Value of Participatory Decision-Making: A Collaborative Approach. South Carolina Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. This study investigated the practicality and feasibility of the public school administrator permitting those concerned, faculty, students, parents and interested citizens, to participate in the decision making process of the local school. An added purpose was to find applicable and effective ways the principal could support meaningful participatory decision making opportunities. Traditional administrative hierarchy and indifferent communities necessitated restructuring decision making techniques, particularly regarding information input. The process forced faculty and administration to critically examine preconceived notions about responsibility in the school; about who can and should make decisions. It also forced the administration, faculty and community to examine their own abilities and skills in working cooperatively with others in a collegial environment. The results indicated that today's education reform dictates a different approach to school organization and operation, one characterized by openness and participation by all segments of the school clientele. (53 references) (Author) ED346618

Riordan, G. P. (1995). Teachers' Perceptions of Collaboration and Clinical Supervision. Canada; Alberta Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. This paper reports on a study of teachers involved in a collaborative model of clinical supervision. Study participants were interviewed in order to ascertain their perceptions of their collaborative relationship and the focus and effect of their collaboration. The study found that the most effective collaborations were characterized by relationships that were mutually rewarding, equally valued, and based on similar and/or complimentary professional and social strengths and interests. All participants reported that the collaborative approach to supervision was worthwhile, although in the partnerships where the development of mutuality, trust, and friendship were at an early stage, teachers were less inclined to find or to make time to work with their partner or to focus on aspects of their teaching that involved risk-taking. Five recommendations for research and practice are offered: (1) administrators should be aware of the extra difficulties partners may experience in working collaboratively; (2) administrators wishing to encourage collaborative clinical supervision partnerships to meet professional development goals should develop a system that allows teachers to have some input in the selection of partners, provide adequate time for conferencing, and notice and encourage teachers' collaborative efforts; (3) teachers wishing to develop relationships with their colleagues should be aware of the powerful norms of teacher autonomy and isolation; (4) researchers should address the issue of gender in collaborative relationships between teachers; and (5) practitioners and researchers should incorporate the notion of collaboration as work-focused friendship in their thinking about collaboration. (Contains 14 references.) (ND) ED385494

Robinson, L., & Others, A. (1984). Collaborative Research as a Means of Disseminating Models to Improve Learning. Pennsylvania Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Teacher participation in a research project was examined to determine the effectiveness of an individualized mathematics program involving drill and practice in computation processes. The first data set was gathered from a laboratory school (experimental group) where the teachers were accustomed to trying out new programs, and a private school (control group) which already had a strong "basics" program. The experimental group was exposed to the new program, while the control group continued the standard program for an eight-month period. Post-tests of students revealed no significant difference between the groups on mean gain scores. The second set of data was gathered within the same time frame as the first, but with teachers who were not convinced they had a satisfactory program for instruction in basic arithmetic. A significant mean gain in scores was apparent in the schools which used the new intensive drill program. Findings suggested that, where a strong conventional program does not exist, the new experimental program can produce significant results. The study is claimed as a classical example of applied research in the classroom with teachers acting as researchers. (JD) ED240076

Rogers, K. S., & Nord, W. W. R. (1981). The Effects of Collaborative Decisionmaking on Participants in a School District Facing Organizational Decline. Missouri Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Results of a case study of collaborative decision-making involving administrators, citizens, and staff show that the process, while not fully collaborative, did increase both citizen participation and community acceptance of subsequent decisions. School board members and administrators in an upper-middle-class Midwest district, faced with declining resources and enrollments, formed a planning committee that combined citizens, administrators, staff, and students. Researchers used interviews, archival data, and theories of both organizational decline and citizen and staff participation to analyze roles, attitudes, and outcomes in this collaboration. Board members and administrators played facilitating and behind-the-scenes managing roles. Citizens on the committee and on its subcommittees provided input and major recommendations. Teachers and students, however, had only a small, ill-defined role. Participants reported mostly positive attitudes toward citizen participation and gave positive assessments of the outcomes, which involved community consensus and personal growth. Central to the positive results was the planned design of the process, which set clear goals and deadlines while remaining open to all citizen input. (RW) ED203475

Roy, P. A., & O'Brien, P. (1991). Together We Can Make It Better in Collaborative Schools. Journal of Staff Development v12 n3 p47-51 Sum 1991. Key elements in successful collaborative schools include focusing on staff involvement, collaborative school norms, collaborative practices and structures, and the principal's role. The article illustrates successful collaboration in one elementary school, noting it involved creating and sustaining a new culture within the school environment. (SM) UMI Report/ISSN: ISSN-0276-928X EJ460480