Source: Teacher Education and Special Education, Volume 40, Issue 1, February 2017
In this article, the authors describe candidate outcomes from a course about collaboration that was taught in two ways: (a) as a co-taught course with faculty and candidates from social studies and special education and (b) as a course in the special education program that included only faculty and candidates in special education. Candidates in both groups constructed pre- and post-course concept maps about collaboration.
The authors conducted both quantitative and qualitative analyses to determine depth, breadth, and complexity of understanding of collaboration as well as growth in these areas. Findings and implications are discussed.