{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80319"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80319","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Conflict Resolution: Preparing Preservice Special Educators to Work in Collaborative Settings","abstract":"The movement toward collaboration in school reflects a departure from previous practice in which educators worked in isolation. While collaboration and teaming offer positive means for addressing changing practice in schools, the potential for conflict also exists when team members do not share similar jargon, ideas, goals, or perspectives. Preservice special educators will be expected to face and resolve conflict situations in practice. In this study an investigation was conducted on the impact of instruction in conflict analysis and steps toward resolution on preservice special educators' skills to understand, analyze, and take steps toward resolution of actual teacher interpersonal conflict situations. Data were taken from written responses to actual conflict situations between teachers which were scored according to critical components of conflict. A multiple baseline design across groups of participants was used to examine the effectiveness of the instruction. Participants' attitude and approach toward conflict situations were examined through pre- and post-intervention interviews and administrations of a conflict style assessment instrument. The results of the study indicated that instruction in conflict analysis and steps toward resolution had an impact on participants' ability to analyze and consider steps toward resolution of conflict situations. Positive changes in participants' attitudes and approaches to conflict also were revealed.","abstract_html":"The movement toward collaboration in school reflects a departure from previous practice in which educators worked in isolation. While collaboration and teaming offer positive means for addressing changing practice in schools, the potential for conflict also exists when team members do not share similar jargon, ideas, goals, or perspectives. Preservice special educators will be expected to face and resolve conflict situations in practice. In this study an investigation was conducted on the impact of instruction in conflict analysis and steps toward resolution on preservice special educators' skills to understand, analyze, and take steps toward resolution of actual teacher interpersonal conflict situations. Data were taken from written responses to actual conflict situations between teachers which were scored according to critical components of conflict. A multiple baseline design across groups of participants was used to examine the effectiveness of the instruction. Participants' attitude and approach toward conflict situations were examined through pre- and post-intervention interviews and administrations of a conflict style assessment instrument. The results of the study indicated that instruction in conflict analysis and steps toward resolution had an impact on participants' ability to analyze and consider steps toward resolution of conflict situations. Positive changes in participants' attitudes and approaches to conflict also were revealed.","abstract_has_math":false,"creators":["Fleming, Janetta L."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Monda-Amaya, Lisa","Renzaglia, Adelle"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:56:31Z","date_published":"2015-09-25T19:56:31Z","updated_at":"2026-07-22T22:26:14Z","subjects":["Education, Administration"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI9944852"],"render_values":[{"text":"(MiAaPQ)AAI9944852","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/80319","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Monda-Amaya, Lisa","Renzaglia, Adelle"]},{"key":"dc:creator","label":"Author","values":["Fleming, Janetta L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:56:31Z","10000-01-01","1999"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Administration"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/80319","(MiAaPQ)AAI9944852"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The movement toward collaboration in school reflects a departure from previous practice in which educators worked in isolation. While collaboration and teaming offer positive means for addressing changing practice in schools, the potential for conflict also exists when team members do not share similar jargon, ideas, goals, or perspectives. Preservice special educators will be expected to face and resolve conflict situations in practice. In this study an investigation was conducted on the impact of instruction in conflict analysis and steps toward resolution on preservice special educators' skills to understand, analyze, and take steps toward resolution of actual teacher interpersonal conflict situations. Data were taken from written responses to actual conflict situations between teachers which were scored according to critical components of conflict. A multiple baseline design across groups of participants was used to examine the effectiveness of the instruction. Participants' attitude and approach toward conflict situations were examined through pre- and post-intervention interviews and administrations of a conflict style assessment instrument. The results of the study indicated that instruction in conflict analysis and steps toward resolution had an impact on participants' ability to analyze and consider steps toward resolution of conflict situations. Positive changes in participants' attitudes and approaches to conflict also were revealed.","Made available in DSpace on 2015-09-25T19:56:31Z (GMT). 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