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Educational collaboration

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  1. Introduction.
  2. individual issues in collaboration.
  3. Examination of the success of collaboration according Kluth and Straut.
  4. A quantitative study comparing performance on several vectors between students in a collaborative environment.
  5. Quantitative study by Yocom and Cossairt.
  6. The frustration with quintet of studies.

Collaboration and consultation are idea with significant positives, but which has shown to be difficult to hold to in practice. Collaboration between teachers, first suggested as a way of helping students with special needs, is now believed to be beneficial for learners of average and above average ability as well. However, the structure of schools, the school day, and the division of knowledge into subjects (language arts, mathematics, etc.) itself tend to militate against collaboration.

[...] Pissalides (2002) concludes "[d]espite the no significant findings, the basic contentions of the study, which postulated that exposure to and direct participation in collaborative learning techniques can improve skills in collaboration and consultation, are still considered to be true." (p. 107) While it is true that there are limitations to quantitative studies, especially those that look at a small population and for a brief period of time, we again see a study where the efficacy of collaboration is axiomatic rather than a conclusion arrived at via evidence. [...]

[...] Straut (2003), for example, counterpose collaboration with "isolation" (p. 228) and record their attempts to model collaboration as opposed to teaching collaboration skills. The authors work in teacher education, and integrate diversity issues into their forms of collaboration such as "duet teaching", "parallel teaching", "station teaching", and teach/assist. Parallel teaching, for example, worked thusly: For half of the class period, students either explored educational Internet sites or investigated different types of assistive technology (i.e., equipment or item used to support functional capabilities of learners with disabilities). [...]

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