Managing Resistance to Instructional Modifications in Mainstreamed Environments

Margolis, Howard; J, McGettigan

doi:10.1177/074193258800900405

Cited by 26 publications

(14 citation statements)

References 26 publications

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“…Regardless of the nature and scope of the change, teachers will meet much less resistance if they include others early in the planning process (Johnson & Johnson, 1987;Margolis & McGettigan, 1988). This early involvement allows them to address concerns as they arise and provides the colleagues with a sense of ownership and a personal investment in making the plan successful.…”

Section: Involve Others In Planningmentioning

confidence: 99%

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Collaborative Teaming in the Secondary School

Knackendoffel¹

2017

Exceptional

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Team or group approaches have long been a valued part of the special service professions and have become increasingly popular structures for addressing highly diverse issues in schools. The term collaborative teaming seems to embody this concept of working together. Knackendoffel, Robinson, Deshler, and Schumaker (1992) described collaborative teaming as an ongoing process whereby educators with different areas of expertise work together voluntarily to create solutions to problems that are impeding students' success, as well as to carefully monitor and refine those solutions. In short, the major goal of collaborative teaming is to improve services to students whose needs are not being met satisfactorily when professionals act alone rather than in concert with others.The most productive collaborative relationships are characterized by mutual trust, respect, and open communication. Central to these relationships are the following beliefs:1. All participants in the collaborative relationship must have equal status. 2. All educators can learn better ways to teach all students. 3. Educators should be involved continuously in creating and delivering instructional innovations. 4. Education improves when educators work together rather than in isolation.Effective collaborative relationships involve people who see themselves on the same side, working toward positive outcomes for students.Collaborative teaming is a process rather than a specific service delivery model. For example, a general education teacher and a special education teacher may teach cooperatively in the same class setting with each taking on different instructional responsibilities depending on their individual strengths. In another teaming situation two teachers may get together regularly for cooperative planning purposes. In yet another scenario three special education teachers working in resource programs may team to coordinate group instruction and share students on their caseloads. In some schools, prereferral teams engage in collaborative teaming as they generate possible interventions for a student having difficulty in content classes.E.

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Section: Involve Others In Planningmentioning

confidence: 99%

“…The feedback should be used to alter the plan and make it more effective. Again, thi type of approach helps participating teacher feel more involved in the plan and fulfills their need to be appreciated and acknowledged for their efforts on behalf of students (Margolis & McGettigan, 1988).…”

Section: Involve Others In Planningmentioning

confidence: 99%

Collaborative Teaming in the Secondary School

Knackendoffel¹

2017

Exceptional

View full text Add to dashboard Cite

show abstract

“…The feedback should be used to alter the plan and make it more effective. Again, this type of approach helps participating teachers feel more involved in the plan and fulfills their need to be appreciated and acknowledged for their efforts on behalf of students (Margolis & McGettigan, 1988).…”

Section: Strategies For Overcoming Resistancementioning

confidence: 99%

“…Involve others in planning. Regardless of the nature and scope of the change, teachers will meet much less resistance if they include others early in the planning process (Johnson & Johnson, 1987;Margolis & McGettigan, 1988). This early involvement allows them to address concerns as they arise and provides the colleagues with a sense of ownership and a personal investment in making the plan successful.…”

Section: Strategies For Overcoming Resistancementioning

confidence: 99%

Collaborative Teaming in the Secondary School

Knackendoffel¹

2017

focusXchild

View full text Add to dashboard Cite

Team or group approaches have long been a valued part of the special service professions and have become increasingly popular structures for addressing highly diverse issues in schools. The term collaborative teaming seems to embody this concept of working together. Knackendoffel, Robinson, Deshler, and Schumaker (1992) described collaborative teaming as an ongoing process whereby educators with different areas of expertise work together voluntarily to create solutions to problems that are impeding students' success, as well as to carefully monitor and refine those solutions. In short, the major goal of collaborative teaming is to improve services to students whose needs are not being met satisfactorily when professionals act alone rather than in concert with others.The most productive collaborative relationships are characterized by mutual trust, respect, and open communication. Central to these relationships are the following beliefs:1. All participants in the collaborative relationship must have equal status. 2. All educators can learn better ways to teach all students. 3. Educators should be involved continuously in creating and delivering instructional innovations. 4. Education improves when educators work together rather than in isolation. Effective collaborative relationships involve people who see themselves on the same side, working toward positive outcomes for students.Collaborative teaming is a process rather than a specific service delivery model. For example, a general education teacher and a special education teacher may teach cooperatively in the same class setting with each taking on different instructional responsibilities depending on their individual strengths. In another teaming situation two teachers may get together regularly for cooperative planning purposes. In yet another scenario three special education teachers working in resource programs may team to coordinate group instruction and share students on their caseloads. In some schools, prereferral teams engage in collaborative teaming as they generate possible interventions for a student having difficulty in content classes.E. Ann Knackendoffel is affiliated with Kansas State University. This article was adapted from Teaching Adolescents With Learning Disabilities, 2nd ed., published by Love Publishing Company, 1996.

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“…The importance of the consultation role is likely to increase substantially if recent calls for restructuring special education classification procedures (e.g., eliminate IQ testing for LD: President's Commission on Excellence in Special Education, 2002) are supported by legislation. However, commitment from teachers to implement interventions is central to the success of consultation (e.g., Gutkin & Conoley, 1990;Margolis & McGettigan, 1988;Meyers, 1989). Many factors may play a role in influencing teachers' acceptance and implementation of intervention recommendations including the match between the teacher's theoretical orientation and the proposed intervention, the time required to implement the intervention, and the way the intervention is presented (e.g., Eckert & Hintze, 2000;Elliott, 1988).…”

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confidence: 99%

Does rational persuasion influence potential consultees?

Truscott

Cohen

Frank

et al. 2003

Psychology in the Schools

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Success in collaborative school-based consultation depends on whether teachers implement interventions suggested by consultants. In business literature, Rational Persuasion (RP) has been identified as one potentially effective way to influence consultee perceptions about proposed interventions. RP includes intervention information, why it is important to decide to use the intervention, and potential objections to the intervention with arguments against those objections. The influence of these RP elements on potential school-based consultees has not been studied. This preliminary analog study investigated whether presenting RP importance and objections for behavioral interventions influenced teachers' ratings of acceptability, effectiveness, and commitment-to-implement. Participants included 71 teachers enrolled in graduate education courses. The within-subject design included three video vignettes of each of three conditions for three different behavioral interventions (total of nine possible videos, three presented to each group). Results suggest that the influence of RP on acceptability, perceived effectiveness, and commitment-to-implement ratings was inconsistent. Implications for research and practice are discussed.

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Managing Resistance to Instructional Modifications in Mainstreamed Environments

Cited by 26 publications

References 26 publications

Collaborative Teaming in the Secondary School

Collaborative Teaming in the Secondary School

Collaborative Teaming in the Secondary School

Does rational persuasion influence potential consultees?

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