Together We Can Do So Much: A Systematic Review and Conceptual Framework of Collaboration in Schools

Amy Jane Griffiths, James Alsip, Shelley R. Hart, Rachel L. Round, John Brady

Research output: Contribution to journalReview articlepeer-review

Abstract

Effective collaboration is associated with positive outcomes for students and is a key component of equitable educational opportunities. There are challenges to effective collaboration, however, as our understanding of it differs based on the various definitions in the literature. The purpose of this systematic review is to identify the common constructs across definitions of collaboration as a means to develop a universal model that can be used in the schools. Through the development of a “building blocks” framework, we provide a common definition and identify the steps that must be taken before true collaboration can occur. This model highlights the iterative nature of the collaborative process and the importance of revisiting the foundational aspects of collaborative development. The systematic review focuses on using a common definition for research and the practice of collaboration.

Original languageEnglish (US)
Pages (from-to)59-85
Number of pages27
JournalCanadian Journal of School Psychology
Volume36
Issue number1
DOIs
StatePublished - Mar 2021

Keywords

  • collaboration model
  • consultation
  • family–school
  • multidisciplinary
  • partnerships

ASJC Scopus subject areas

  • Developmental and Educational Psychology

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