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Interdisciplinary Collaboration Betw...

Addy, Savannah Cora,

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Interdisciplinary Collaboration Between Science and Mathematics Teachers at the High School Level: A Narrative Analysis /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Interdisciplinary Collaboration Between Science and Mathematics Teachers at the High School Level: A Narrative Analysis // Savannah Cora Addy.
Author:	Addy, Savannah Cora,
Description:	1 electronic resource (151 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 87-01, Section: A.
Contained By:	Dissertations Abstracts International87-01A.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=32120468
ISBN:	9798286487899

Interdisciplinary Collaboration Between Science and Mathematics Teachers at the High School Level: A Narrative Analysis /
Addy, Savannah Cora,

Interdisciplinary Collaboration Between Science and Mathematics Teachers at the High School Level: A Narrative Analysis /Savannah Cora Addy. - 1 electronic resource (151 pages)

Source: Dissertations Abstracts International, Volume: 87-01, Section: A.

This study examines the factors that influence high school science and mathematics teachers' engagement in interdisciplinary collaboration, as well as the role of administrators in supporting such initiatives. While numerous studies have identified barriers to interdisciplinary teaching, research on the successful implementation of this approach within high school science and mathematics classrooms is limited. This study aims to understand the motivations of teachers for collaboration, the structural and personal factors that influence their participation, and how administrators can facilitate or hinder interdisciplinary efforts.Data for this study were collected using a qualitative research design, which included surveys and interviews with forty-one high school science and mathematics teachers and nine administrators. Teachers provided insights into their experiences with interdisciplinary collaboration, citing challenges related to scheduling, instructional alignment, and departmental structure. Administrators contributed their perspectives on interdisciplinary collaboration and the types of support they are willing to extend.The findings reveal that teachers' willingness to engage in interdisciplinary collaboration is significantly influenced by whether they adopt student-centered or teacher-centered instructional approaches. Specifically, teachers who prioritize student-centered methodologies, particularly those employing project-based assessments, tend to demonstrate a greater inclination to seek interdisciplinary opportunities. Structural factors, including cohort-based scheduling and designated planning time, also emerged as critical elements facilitating collaboration.Although science teachers reported incorporating mathematical concepts into their teaching methods, integrating scientific principles in mathematics classrooms was observed less frequently. Furthermore, the level of administrative support for interdisciplinary collaboration varied. Administrators with optimistic outlooks tended to provide more flexible and innovative solutions, whereas those with a realist perspective concentrated on broader collaborative efforts among teachers.These results have significant implications for school and district leaders, encouraging interdisciplinary teaching. Identifying teachers receptive to collaboration, providing structured planning opportunities, and developing professional development programs tailored to interdisciplinary work can significantly enhance cooperation between science and mathematics educators. By addressing existing barriers and leveraging administrative support, educational institutions can foster an environment where interdisciplinary teaching is valued and effectively implemented, thereby enhancing student learning outcomes.

English

ISBN: 9798286487899Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Mathematics classrooms

Interdisciplinary Collaboration Between Science and Mathematics Teachers at the High School Level: A Narrative Analysis /
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520 $a This study examines the factors that influence high school science and mathematics teachers' engagement in interdisciplinary collaboration, as well as the role of administrators in supporting such initiatives. While numerous studies have identified barriers to interdisciplinary teaching, research on the successful implementation of this approach within high school science and mathematics classrooms is limited. This study aims to understand the motivations of teachers for collaboration, the structural and personal factors that influence their participation, and how administrators can facilitate or hinder interdisciplinary efforts.Data for this study were collected using a qualitative research design, which included surveys and interviews with forty-one high school science and mathematics teachers and nine administrators. Teachers provided insights into their experiences with interdisciplinary collaboration, citing challenges related to scheduling, instructional alignment, and departmental structure. Administrators contributed their perspectives on interdisciplinary collaboration and the types of support they are willing to extend.The findings reveal that teachers' willingness to engage in interdisciplinary collaboration is significantly influenced by whether they adopt student-centered or teacher-centered instructional approaches. Specifically, teachers who prioritize student-centered methodologies, particularly those employing project-based assessments, tend to demonstrate a greater inclination to seek interdisciplinary opportunities. Structural factors, including cohort-based scheduling and designated planning time, also emerged as critical elements facilitating collaboration.Although science teachers reported incorporating mathematical concepts into their teaching methods, integrating scientific principles in mathematics classrooms was observed less frequently. Furthermore, the level of administrative support for interdisciplinary collaboration varied. Administrators with optimistic outlooks tended to provide more flexible and innovative solutions, whereas those with a realist perspective concentrated on broader collaborative efforts among teachers.These results have significant implications for school and district leaders, encouraging interdisciplinary teaching. Identifying teachers receptive to collaboration, providing structured planning opportunities, and developing professional development programs tailored to interdisciplinary work can significantly enhance cooperation between science and mathematics educators. By addressing existing barriers and leveraging administrative support, educational institutions can foster an environment where interdisciplinary teaching is valued and effectively implemented, thereby enhancing student learning outcomes.
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