Factors Influencing Teacher Collaboration in Middle School Interdisciplinary Teams PDF Download
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Author: Duncan Alexander Anderson
Publisher:
ISBN:
Category : Interdisciplinary approach in education
Languages : en
Pages : 240
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Book Description
Author: Duncan Alexander Anderson
Publisher:
ISBN:
Category : Interdisciplinary approach in education
Languages : en
Pages : 240
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Book Description
Author: Mary Kooy
Publisher: Routledge
ISBN: 1136651357
Category : Education
Languages : en
Pages : 295
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Book Description
In the continuing global call for educational reforms and change, the contributors in this edited collection address the critical issue of teacher learning from diverse national contexts and perspectives. They define "teacher learning that matters" as it shapes and directs pedagogical practices with the goal of improving student learning. This book weaves together major studies, research findings and theoretical orientations to represent a globalized network of inquiries into the what, how and why of teacher learning that shapes teacher skill and knowledge. Teacher learning matters on an international scale because teachers are the portals through which any initiative for change and reform is realized. Recognizing that a highly skilled teaching force is instrumental to improving student achievement adds import to generating interactive dialogue on teacher learning around the globe.
Author: Lisa Depaola
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
The purpose of this study was to explore the effects and impact of interdisciplinary teaming on teacher practices and efficacy. This study revealed the perspectives of eight 7th and 8th grade teachers, who teach one of the core disciplines (English Language Arts, Mathematics, Science, and Social Studies) and the school principal by interviewing them for this case study in an Essential Elements School-to-Watch in Nassau County, New York. It included perceptions from the other 7th and 8th grade teachers on interdisciplinary teams through focus groups and observations during team meetings. Document analysis was performed on artifacts that were collected during the observations. Data were triangulated in order to reveal emerging and prevalent themes regarding the perceptions of teachers about interdisciplinary teaming. There is a need to explore effective interdisciplinary teaming and its effect and impact on teaching practices and teacher efficacy in a middle school environment. Proponents suggest that teachers on interdisciplinary teams in middle schools will have a strong sense of belonging and that their teaching practices will be changed and influenced by each other. In addition, teachers and students feel part of this small community team, which will lead to success for both groups. The National Forum, National Association of Middle Schools, and Essential Elements Schools-to-Watch believe that interdisciplinary teaming is a middle school best practice. Therefore, this study explored the impact of different factors that contribute to a successful interdisciplinary team that emerge through the teachers' perceptions regarding practices and efficacy.
Author: Monique Wild
Publisher: Taylor & Francis
ISBN: 1003842399
Category : Education
Languages : en
Pages : 222
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Book Description
TeamWork: Setting the Standard for Collaborative Teaching, Grades 5–9is full of captivating stories and insightful conversations. The teamers provide an honest and richly detailed explanation of collaborative teaching in action. They deliver the straight scoop on teaming, offering insights on these and other key topics: How to shape a shared purpose for learning by mining the talents of students and colleagues How to build strong partnerships with parents, principals, and other key people who influence the lives of young adolescents How to deepen curriculum integration by cutting the fluff.This insider' s guide to teaming reveals the conversations, the conflicts, and the collegial sharing that enables teachers to collaborate so that every member of the team can meet the highest standards of professional practice. For new teachers and seasoned veterans alike, TeamWork provides a powerful foundation for achievement.
Author: Thomas S. Dickinson
Publisher: National Middle School Assn
ISBN: 9781560901037
Category : Education
Languages : en
Pages : 551
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Book Description
Despite increases in the number of middle school using interdisciplinary team teaching, many are struggling to articulate a clear defense of their teaming work in light of confounding and conflicting public demands. This compilation examines teaming in middle schools--its characteristics, knowledge base, current concerns and future adaptations. The chapters are: (1) "Pushing Humpty off the Wall: Stories for a New Age of Teaming" (Dickinson), relating teaming to five significant concepts that help define the potential of teaming; (2) "Thirty Years of Attempting to Fathom Teaming" (Erb); (3) "Team Maturity: Learning to Grow Together" (White); (4) "A Case Study of the Dolphin Team" (Thomas), on the continuous learning of team members; (5) "Teaming in the Rural Middle School" (Lee); (6) "The Brief, Bright Light of the Village" (McDaniel), one principal's experience implementing the team approach; (7) "Teaming: Sharing the Experience" (Burkhardt); (8) "Starting a New Team: Advice and Best Practice" (Rogers, Bowen, and Hainline); (9) "Mature Teams at Work: Benchmarks and Obstacles" (Jones); (10) "The Art of Creative Composition: An Administrative Perspective on Interdisciplinary Teams" (Gallagher-Polite); (11) "Teams and the Affirmation of Middle Level Students' Voices: The Case of Jimmie" (Powell); (12) "Parental Perspectives" (Thompson, and others); (13) "Trends in the Utilization of Interdisciplinary Team Organization in Middle Schools" (McEwin); (14) "Interdisciplinary Team Teaching: Sampling the Literature" (Wraga); (15) "TEAM Me: A Philosophy Bigger Than Sports" (Page and Page); (16) "Research on Teaming: Insights from Selected Studies" (Strahan, Bowles, Richardson, and Hanawald); (17) "Teaming Beyond the Core Four" (Anglin); (18) "Leadership of Interdisciplinary Teams" (Kain); (19) "Teaming and Decision Making" (Pate); (20) "Teams and Curriculum" (Arnold); (21) "Whole Language on the Team" (Butler and Liner); and (22) "Inclusion and Teaming" (Walther-Thomas). Each chapter contains references. (KB)
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 764
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 1000
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Book Description
Author: Gordon F. Vars
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 100
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Book Description
Author: Glynnis J. Childress
Publisher:
ISBN:
Category : High school teachers
Languages : en
Pages :
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Book Description
Interdisciplinary teaming has been a hallmark of the middle school philosophy for over 30 years and consists of a multitude of benefits for teachers, ranging from job satisfaction to communal support. Yet, interestingly, there is little research on the benefits of interdisciplinary teaming at the high school level, even with an increased focus on teacher collaboration and Professional Learning Communities (PLCs). Thus, the purpose of this practitioner action research study was to examine the reported professional learning of ninth-grade teachers participating in an interdisciplinary team. The interdisciplinary team consisted of seven secondary level English, science, math, and social studies teachers, including me. During this two-year study (2017–2019), the interdisciplinary team functioned as a PLC and met twice a month: once for the required PLC time and a second time in a voluntary format. Two research questions guided my study: How do we create space for an interdisciplinary team at the high school level? What types of teacher learning and student support may result from creating space for high school teachers to work in an interdisciplinary team setting? Throughout my two findings chapters, I utilized the “Grammar of Schooling” by Tyack and Tobin (1994) as a conceptual framework and Social Learning Theory by Brown and Adler (2008) as a theoretical framework. Both of these frameworks provided useful lenses in understanding the archaic structures of schooling and the organic and innovative collaborative practices of people working in groups. Initially, I found it difficult to replicate a traditional interdisciplinary team model. But despite the institutional barriers, the interdisciplinary team collectively learned from one another, contributed to conversations, offered suggestions and resources, and, most importantly, advocated for ninth-grade students.
Author: David V. Loertscher
Publisher:
ISBN:
Category : Information literacy
Languages : en
Pages : 398
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Book Description
