TY - JOUR
T1 - Site-based trans disciplinary educational partnerships
T2 - Development, implementation, and outcomes of a collaborative professional preparation program
AU - Welch, Marshall
AU - Sheridan, Susan M.
AU - Wilson, Brett
AU - Colton, Denise
AU - Mayhew, John C.
N1 - Funding Information:
The Site-Based Transdisciplinary Educational Partnerships Project (STEP) was a 3-year, federally funded project of the Graduate School of Education at the University of Utah. It was designed to address the critical issues enumerated earlier. In this article, we describe the conceptual framework of the STEP project and the use of action research as a tool for professional inquiry. The development, implementation, and outcomes of the project are also reported, followed by a discussion of the challenges encountered and future directions. More important, the discussion of challenges includes candid anecdotal information depicting the "good, bad, and the ugly" that can be considered by other institutions attempting to implement similar programs.
PY - 1996
Y1 - 1996
N2 - In this article, we describe the conceptual framework, development, implementation, and outcomes of an experimental professional preparation program. University students from preparation programs in general education, educational administration, school psychology, and special education formed transdisciplinary cohorts that were placed in school settings to complete a variety of activities designed to foster greater collaboration among disciplines in serving children and youth at risk. We describe what was learned throughout the project as well as its operational structure, outcomes, and future directions for transdisciplinary professional development.
AB - In this article, we describe the conceptual framework, development, implementation, and outcomes of an experimental professional preparation program. University students from preparation programs in general education, educational administration, school psychology, and special education formed transdisciplinary cohorts that were placed in school settings to complete a variety of activities designed to foster greater collaboration among disciplines in serving children and youth at risk. We describe what was learned throughout the project as well as its operational structure, outcomes, and future directions for transdisciplinary professional development.
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U2 - 10.1207/s1532768xjepc0703_3
DO - 10.1207/s1532768xjepc0703_3
M3 - Article
AN - SCOPUS:0039829703
SN - 1047-4412
VL - 7
SP - 223
EP - 249
JO - Journal of Educational and Psychological Consultation
JF - Journal of Educational and Psychological Consultation
IS - 3
ER -