2026-09-22T11:05:17Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/80319 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Monda-Amaya, Lisa Renzaglia, Adelle Fleming, Janetta L. 2015-09-25T19:56:31Z 2015-09-25T19:56:31Z 10000-01-01 1999 1999 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). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9944852.pdf: 7946961 bytes, checksum: 8b1bce62e1ed4f55ccca9163dec6c720 (MD5) Previous issue date: 1999 Embargo set by: Seth Robbins for item 81601 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 200 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1999. http://hdl.handle.net/2142/80319 (MiAaPQ)AAI9944852 eng Education, Administration Conflict Resolution: Preparing Preservice Special Educators to Work in Collaborative Settings text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.