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A case study of highly effective col...

Burke, Jill Vincent.

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A case study of highly effective collaborative teams.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A case study of highly effective collaborative teams./
Author:	Burke, Jill Vincent.
Description:	153 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.
Contained By:	Dissertation Abstracts International76-05A(E).
Subject:	Secondary education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3670680
ISBN:	9781321476163

A case study of highly effective collaborative teams.
Burke, Jill Vincent.

A case study of highly effective collaborative teams. - 153 p.

Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.

Thesis (Ed.D.)--Ashland University, 2014.

The purpose of this qualitative case study was to provide an understanding of how collaborative teacher teams become successful and to discover the nuances that contribute both negatively and positively to their work. Evidence was collected from individual and focus group interviews of teachers and administrators from a large suburban high school in Ohio. Additional data sources included student demographic data, grant reports, and a collective efficacy survey completed by the school's teachers. Themes from interviews showed several keys to implementing teacher collaborative teams: (a) teachers' trust in the process, in the school administration, and in colleagues; (b) professional development; (c) time to meet face-to-face and build relationships among team members; (d) buy-in to the process, including open-mindedness and willingness to analyze and act on student performance data, and belief that the work will produce results; (e) teacher empowerment and teacher leadership; and (f) administrative support via long-term planning and research, consistency, and a clearly articulated vision. The results of the survey showed that the teachers in this school had a high level of collective efficacy. The stories of the teachers and administrators contained numerous examples of mastery experience, vicarious experience, and social persuasion, as described in the collective efficacy and professional learning community literature.

ISBN: 9781321476163Subjects--Topical Terms:

2122779
Secondary education.

A case study of highly effective collaborative teams.
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100 1 $a Burke, Jill Vincent. $3 3179397
245 1 2 $a A case study of highly effective collaborative teams.
300 $a 153 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.
500 $a Adviser: Carla Edlefson.
502 $a Thesis (Ed.D.)--Ashland University, 2014.
520 $a The purpose of this qualitative case study was to provide an understanding of how collaborative teacher teams become successful and to discover the nuances that contribute both negatively and positively to their work. Evidence was collected from individual and focus group interviews of teachers and administrators from a large suburban high school in Ohio. Additional data sources included student demographic data, grant reports, and a collective efficacy survey completed by the school's teachers. Themes from interviews showed several keys to implementing teacher collaborative teams: (a) teachers' trust in the process, in the school administration, and in colleagues; (b) professional development; (c) time to meet face-to-face and build relationships among team members; (d) buy-in to the process, including open-mindedness and willingness to analyze and act on student performance data, and belief that the work will produce results; (e) teacher empowerment and teacher leadership; and (f) administrative support via long-term planning and research, consistency, and a clearly articulated vision. The results of the survey showed that the teachers in this school had a high level of collective efficacy. The stories of the teachers and administrators contained numerous examples of mastery experience, vicarious experience, and social persuasion, as described in the collective efficacy and professional learning community literature.
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650 4 $a School administration. $3 3172164
650 4 $a Instructional design. $3 3172279
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710 2 $a Ashland University. $b College of Education. $3 1673351
773 0 $t Dissertation Abstracts International $g 76-05A(E).
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792 $a 2014
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3670680