Practicing Collaboration: What We Learn from a Cohort That Functions Well

Abstract

Students in the Unified Elementary/Special Education Program at the University of Florida are organized into cohort groups, a common recommendation within the special education teacher education literature. Although highly effective in some instances, the literature also documents numerous problems in the use of cohorts. The current study was designed to gain insight into strategies that might help students and faculty build positive cultures and collaboration skills in cohorts. Drawing on student interviews with members of a particularly cohesive cohort, we identify and explain five strategies that students utilize to assist a cohort in developing a strong sense of community and positive group dynamics. These include: keeping an academic focus, pulling one's own weight, taking care of the community, being willing to move outside one's comfort zone, and including everyone. The specific examples will be useful for teacher educators using or considering the use of student cohort groups.

Get full access to this article

View all access options for this article.

References

Barnett, B. , & Caffarella, R. (1992). The use of cohorts: A powerful way for addressing issues of diversity in preparation programs. Minneapolis, MN: University Council for Education Administration. (ERIC Document Reproduction Service No. ED 354 627).

Basom, M. , Yerkes, D. , Norris, C. , & Barnett, B. (1995). Exploring cohorts: Effects on principal preparation and leadership practice. St. Louis, Missouri: Dansforth Foundation. (ERIC Document Reproduction Service No. ED 387 857).

Brownell, M. T. , Ross, D. D. , Colon, E. P. , & McCallum, C. L. (2005). Critical features of special education teacher preparation: A comparison with general teacher education. Journal of Special Education, 38 4, 242–252.

Creswell, J. (1998). Qualitative Inquiry and Research Design: Choosing Among Five Traditions. Thousand Oaks. CA: Sage Publications, Inc.

Graber, K. (1996). Influencing student beliefs: The design of a high impact teacher education program. Teaching and Teacher Education, 12, 451–466.

Hart, S. A. (1997). Interpersonal dynamics turn “group” into “team”. Electronic News, 43(2), 48.

Maznevski, M. (1994). Understanding our differences: Performance in decision-making groups with diverse members. Human Relations, 47 5, 53–75.

Pohan, C. A. , & Mathison, C. (1999). Dismantling defensiveness and resistance to diversity and social justice issues in teacher preparation. Action in Teacher Education, 20 1, 15–22.

Radencich, M. , Thompson, T. , Anderson, N. , & Ororpallo, K. (1998). The culture of cohorts: Preservice teacher education teams at a southeastern university in the United States. Journal of Education for Teaching, 24 2, 109–127.

10.

Ross, D. , Hoppey, D. , Halsall, S. , McCallum, C. , Hayes, S. , & Hudson, R. (in press). Cohort use in teacher education: Benefits, barriers, and proposed solutions. Teacher Education and Practice.

11.

Simon, B. , & Stürmer, S. (2003). Respect for group members: Intragroup determinants of collective identification and group-serving behavior. Personality and Social Psychology Bulletin, 29, 183–194.

12.

Tietel, L. Understanding and harnessing the power of the cohort model in preparing educational leaders. Peabody Journal of Education, 72(2), 66–85.

13.

Ukpopkodu, N. (2002). Breaking through preservice teachers' defensive dispositions in a multicultural education course: A reflective practice. Multicultural Education, 9 3, 25–33.

14.

Yerkes, D. M. , Basom, M. , Norris, C. , & Barnett, B. (1995). Using Cohorts in the Development of Educational Learners. Vancouver, Canada: Association of Management, (ERIC Document Reproduction Service No. ED 387 858).