Fall 2004     ISSN 1096-1453     Volume 8, Issue 3     Editorial (2)
Educators are constantly searching for effective ways to improve 
student learning and enhance student outcomes. 
Two techniques used to support students in the K-16 classroom are employing 
consultative and collaborative strategies and appropriate assessment methods.  
In this issue, these topics have been combined to demonstrate different 
perspectives, experiences, and procedures for successfully meeting student 
and faculty needs.

Assessment and consultation are brought together in Assistive technology:  
A collaborative approach.  The formation of the Partnership for Assistive 
Technology (PAT) will address the diverse needs for assistive technology use 
for college students with disabilities. Larwood illustrates a program of 
consultation and collaboration between “Deaf Role Models” and early intervention 
programs for deaf students. Teacher development through assessment is analyzed 
in Kayler’s manuscript; exit portfolios are discussed as they relate to teachers’ 
professional growth.  

Assessment of students is addressed specifically by Labissiere and Reynolds in 
Knowing our students:  A prior learning assessment.  This case study is presented 
to assist faculty to better serve the diverse population of students in higher 
education.  Similarly, recommendations for assessing English learners are presented 
by Lopez to assist teachers in improving student outcomes. A detailed paper, by 
Martin, describes the latent semantic analysis metric that can assist university 
programs with their outcomes and objectives.  

Educators are no longer able to work in isolation—even in testing. Three professors 
from the College of Charleston, South Carolina present a collaborative testing and 
academic achievement model which demonstrates that collaborative testing alone has 
a significant positive association with test performance that varies by the level 
of cognitive processing in the test question. 	

Several articles present successful collaborative teaching models.  Stang and Capp 
present teacher reactions to a collaborative teaching technique, co-teaching, which 
is used to provide services to middle school students while Lessons on literacy 
provides a snapshot of an effective co-teaching model for elementary literacy 
instruction.  Bekins and Merriam suggest ways to use experiential learning to teach 
students to collaborate and consult especially in writing. Sloan describes three 
pictures of collaboration, all of which depend upon committed community volunteers. 
A Picture Person Art Program, a chorus supported by a church and an elementary 
school, and a soccer league which provides services to underserved students all 
were successful programs. Diverse settings for collaborative programs were evident 
in McNichol’s Art-full collaboration:  Chinese forms and motions where an elementary 
school and a museum are involved in two different programs to integrate Chinese 
language, culture, and art. Scientific researchers and classroom teachers are 
brought together in the Teacher in the Woods project described by Dresner and 
Starvel.  Through this partnership classroom, teachers gain important information 
about current ecological endeavors. Garbett and Tynan-Yourn present reflective 
themes from research collaboration that can be used to benefit future research 
collaborators and collaborations. 

It is our hope that you enjoy this engaging Academic Exchange Quarterly issue full 
of useful, practical, and creative ways to better integrate effective consultation, 
collaboration, and assessment into your and your students’ educational experiences.
Kristin K. Stang, Ph.D. Assistant Professor, California State University, Fullerton
Melinda R. Pierson, Ph.D. Associate Professor, California State University, Fullerton

See CFP for the next Collaboration and Consultation in Education issue, Winter 2005.