A Grounded Theory of Collaborative Synchronizing in Relation to Challenging Students
2012 (English)In: Urban education (Beverly Hills, Calif.), ISSN 0042-0859, E-ISSN 1552-8340, Vol. 47, no 1, 312-342 p.Article in journal (Refereed) Published
The aim of this study was to investigate multiprofessional collaboration as well as collaboration between professionals and challenging students and their parents in which the focus for these collaborations was on handling the challenging students’ academic and social behavior. A grounded theory study of collaboration between a prereferral resource team and teachers, principals, challenging students, and their parents was conducted. Qualitative interview and focus group methods were used. The findings presented a grounded theory of collaborative synchronizing in relation to challenging students around two ideal types, human resource synchronizing and human resource desynchronizing.
Place, publisher, year, edition, pages
2012. Vol. 47, no 1, 312-342 p.
challenging students, professional collaboration, multiprofessional, interprofessional, special education, social representation, grounded theory, inclusive education, social inclusion
mångprofessionell, specialpedagogik, socialpedagogik, grundad teori
IdentifiersURN: urn:nbn:se:liu:diva-69970DOI: 10.1177/0042085911427735ISI: 000313352100013OAI: oai:DiVA.org:liu-69970DiVA: diva2:433793