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An exploration of instructional team...

Pierce, Kathleen.

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An exploration of instructional teaming through the eyes of teachers.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	An exploration of instructional teaming through the eyes of teachers./
作者:	Pierce, Kathleen.
面頁冊數:	106 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: 3978.
Contained By:	Dissertation Abstracts International71-11A.
標題:	Education, Secondary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3425611
ISBN:	9781124279145

An exploration of instructional teaming through the eyes of teachers.
Pierce, Kathleen.

An exploration of instructional teaming through the eyes of teachers. - 106 p.

Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: 3978.

Thesis (Ed.D.)--Aurora University, 2010.

Many schools are forming professional learning communities and assigning teachers to instructional teams that collaborate as a means of improving instruction. The research is clear regarding the need for instructional teaming, however teachers' feelings regarding the practice are less clear. The purpose of this study was to examine high school teachers' perceptions of collaboration while engaged in instructional teaming. This study examined the following questions: What are teacher perceptions concerning collaboration within instructional teams? Do teachers feel the instructional teaming process has made them better teachers? Do they perceive any roadblocks preventing collaboration within their instructional teams?

ISBN: 9781124279145Subjects--Topical Terms:

539262
Education, Secondary.

An exploration of instructional teaming through the eyes of teachers.
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245 1 3 $a An exploration of instructional teaming through the eyes of teachers.
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500 $a Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: 3978.
500 $a Adviser: Marvin Edwards.
502 $a Thesis (Ed.D.)--Aurora University, 2010.
520 $a Many schools are forming professional learning communities and assigning teachers to instructional teams that collaborate as a means of improving instruction. The research is clear regarding the need for instructional teaming, however teachers' feelings regarding the practice are less clear. The purpose of this study was to examine high school teachers' perceptions of collaboration while engaged in instructional teaming. This study examined the following questions: What are teacher perceptions concerning collaboration within instructional teams? Do teachers feel the instructional teaming process has made them better teachers? Do they perceive any roadblocks preventing collaboration within their instructional teams?
520 $a High school teachers were interviewed concerning their perceptions regarding participation on instructional teams. The findings were examined and grouped under characteristics of a professional learning communities model.
520 $a The results of this study suggest that the participating teachers do perceive collaboration and shared personal practice within their instructional teams. Teachers felt that participating on an instructional team had an impact on their teaching. The teachers reported an ability assume leadership roles on instructional teams, participation in collaborative learning, and improved teaching practices as a result of their instructional teaming experience. The five characteristics identified by teachers as evident in their instructional teams were: supportive conditions, shared values and vision, shared and supportive leadership, collaborative learning, and shared personal practice. Teachers also reported conditions that must be in place to maximize the teaming experience including, time, the number of assigned teams, agendas of meetings, and collegial relationships.
520 $a The results of this study have implications for administrators. Those seeking to form high-performing instructional teams must ensure that teachers serve on a limited number of teams. Each team needs to develop group norms of participation. Teachers must understand the purpose of the instructional team and most importantly, a common vision must drive the work of the teams.
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