A naturalistic case study of collaboration in one middle magnet SDP school among teachers, administrators, parents and a social service agent in an urban school district in southern Connecticut

Date of Completion

January 2003

Keywords

Education, Secondary

Degree

Ph.D.

Abstract

This naturalistic case study examined how collaboration in one middle magnet SDP school occurs and is used to build a learning community among teachers, administrators, parents, and a social service agent to improve student achievement in an urban school district in southern Connecticut. The focus of the study addressed three research questions: (1) How is collaboration used to build a learning community among teachers, administrators, parents, and a social service agent in an urban school district in southern Connecticut? (2) How does one middle magnet SDP School perceive risks, demands, and benefits that result from the collaborative activities they have cited in an urban school district in Southern Connecticut? And (3) how does the Comer SDP model in one urban middle school serve as a bridge between theory and practice in an urban school district in Southern Connecticut? ^ Data was collected over a six-month period using observation interviews, and record reviews. Data analysis of observations, interviews, and record reviews were analyzed using conceptual framework indicators of collaboration (Lincoln and Guba, 1985: Erlandson et al. 1993).^ Limitations of this naturalistic case study were largely subjective, due to the reliance on the researcher's observational skills and ability to analyze and interpret information (Borg & Gall, 1989, p. 379). The limitations of this naturalistic case study were addressed by adherence to four criteria of trustworthiness: (1) credibility; (2) transferability; (3) dependability; and (4) confirmability (Lincoln & Guba, 1985). ^

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