Advertisement

Developing Individual Attitudes, Dispositions and Interpersonal Skills for Collaboration

Chapter
  • 566 Downloads
Part of the SpringerBriefs in Education book series (BRIEFSEDUCAT)

Abstract

In this chapter, we examine in detail the success factors required for effective collaboration introduced in Chap.  2 and summarised in Table 2.2. This chapter describes both commentary and empirical research on the role of attitudes, dispositions and interpersonal skills in effective collaboration. While all the elements of collaboration are interrelated, this chapter explains the role of the agents, the kind of agency involved in collaboration and factors affecting their interaction.

References

  1. Blue–Banning, M., Summers, J. A., Frankland, C., Lord Nelson, J., & Beegle, G. (2004). Dimensions of family and professional partnerships: Constructive guidelines for collaboration. Exceptional Children, 70(2), 167–184 (ERIC Document reproduction Service No. EJ695925).Google Scholar
  2. Carter, N., Prater, M.A., Jackson, A., & Marchant, M. (2009). Educators’ perceptions of collaborative planning processes for students with disabilities. Preventing School Failure, 54(1), 60–70 (ERIC Document reproduction Service No. EJ845958).Google Scholar
  3. Eckermann, A. (1994). One classroom many cultures: Teaching strategies for culturally different children. St Leonards, NSW: Allen & Unwin.Google Scholar
  4. Friend, M., & Cook, L. (2014). Interactions: Collaboration skills for school professionals (7th ed.). Harlow: Pearson Education Limited.Google Scholar
  5. Jones, S., Lefoe, G., Harvey, M., & Ryland, K. (2012). Distributed leadership: A collaborative framework for academics, executives and professionals in higher education. Journal of Higher Education Policy & Management, 34(1), 67–78.  https://doi.org/10.1080/1360080x.2012.642334.CrossRefGoogle Scholar
  6. Kezar, A. (2006). Redesigning for collaboration in learning initiatives: An examination of four highly collaborative initiatives. Journal of Higher Education, 77(5), 805–838 (ERIC Document reproduction Service No. EJ753235).Google Scholar
  7. Magolda, P. (2001). Border crossings: Collaboration struggles in education. Journal of Educational Research, 49(6), 346–358.  https://doi.org/10.1080/00220670109598772.CrossRefGoogle Scholar
  8. Newell, C., & Bain, A. (2018). Academics’ perceptions of collaboration in higher education course design. Manuscript submitted for publication.Google Scholar
  9. Pickford, S. (1995). Intercultural competence and classroom practice. Paper presented at the 8th Annual Education conference of the ELICOS Association of Australia, Freemantle, WA. Retrieved from http://cunningham.acer.edu.au/inted/eaconf95/pickford.pdf.
  10. Weiss, M. P., Pellegrino, A., Regan, K., & Mann, L. (2015). Beyond the blind date: Collaborative course development and co-teaching by teacher educators. Teacher Education and Special Education, 38(2), 88–104.CrossRefGoogle Scholar
  11. Winitzky, N., Sheridan, S., Crow, N., Welch, M., & Kennedy, C. (1995). Interdisciplinary collaboration: Variations on a theme. Journal of Teacher Education, 46(2), 109–119.  https://doi.org/10.1177/0022487195046002005.CrossRefGoogle Scholar
  12. Wood, D. J., & Gray, B. (1991). Towards a comprehensive theory of collaboration. Journal of Behavioural Science, 27(2), 139–162.  https://doi.org/10.1177/0021886391272001.CrossRefGoogle Scholar

Copyright information

© The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2018

Authors and Affiliations

  1. 1.Charles Sturt UniversityBathurstAustralia

Personalised recommendations