Practitioners' perspectives of collaboration: A social validation and factor analysis

This investigation was designed to socially validate the characterization a nd operational definitions of collaboration as described in the professiona l literature and quantitatively identify salient features of collaboration. The study was conducted in two phases. The first phase employed an adelphi methodology asking practitioners to define and describe the collaborative process. Open-ended surveys were sent to teachers, special education teache rs, administrators, and related service providers at the building, district , and state levels in 3 states representing distinct national regions. A co ntent analysis team identified 35 thematic units that were used to create a second instrument for the second phase of the study, a factor analysis. Su rveys were sent to teachers, special educators, administrators, and related service providers at the building, district, and state levels in 7 states. A factor analysis revealed 4 factors as salient components of collaboratio n. Results of the investigation socially validated most concepts of collabo ration articulated in the literature. Overall, practitioners have a pragmat ic view of the process of collaboration coupled with an emphasis on the col laborative ethic. Each identified factor is described and discussed. This a rticle concludes with implications of these findings for professional prepa ration programs.