The use of cohort programs in personnel preparation: Benefits and challenges

Margo A. Mastropieri; Nancy Morrison; Thomas E. Scruggs; Bob Bowdey; Terry Werner

doi:10.1016/S0735-004X(08)00006-2

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Advances in Learning and Behavioral Disabilities

ISSN: 0735-004X
Series editor(s): Bryan G. Cook, Melody Tankersley & Timothy J. Landrum

Subject Area: Education

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The use of cohort programs in personnel preparation: Benefits and challenges

Document Information:
Title:	The use of cohort programs in personnel preparation: Benefits and challenges
Author(s):	Margo A. Mastropieri, Nancy Morrison, Thomas E. Scruggs, Bob Bowdey, Terry Werner
Volume:	21 Editor(s): Thomas E. Scruggs, Margo A. Mastropieri ISBN: 978-1-59749-274-4 eISBN: 978-1-84950-527-7
Citation:	Margo A. Mastropieri, Nancy Morrison, Thomas E. Scruggs, Bob Bowdey, Terry Werner (2008), The use of cohort programs in personnel preparation: Benefits and challenges, in Thomas E. Scruggs, Margo A. Mastropieri (ed.) Personnel Preparation (Advances in Learning and Behavioral Disabilities, Volume 21), Emerald Group Publishing Limited, pp.151-179
DOI:	10.1016/S0735-004X(08)00006-2 (Permanent URL)
Publisher:	Emerald Group Publishing Limited
Article type:	Chapter Item
Abstract:	This chapter reviews findings from the literature on the use of cohort programs in personnel preparation programs. Twenty-four investigations examining cohorts in higher education were identified: fourteen studies examined elementary, middle, or secondary education programs; seven studies described special education programs; and three described educational leadership cohort programs. Findings support the use of cohorts across special education, general education, and educational leadership personnel preparation programs. Reported positive benefits included social-emotional support, improved collaboration, communication, academic support, and reduced attrition. However, several studies also revealed unintended negative consequences. Such unintended consequences included negative interpersonal conflicts, development of cliques, and conflicts between students and faculty. Findings are discussed for future research and practice.