Literaturnachweis - Detailanzeige
| Autor/inn/en | Lee, Ginny; Filby, Nikola |
|---|---|
| Institution | Far West Lab. for Educational Research and Development, San Francisco, CA. |
| Titel | Complex Instruction and Teaming: The Relationship between School Organization and the Introduction of an Instructional Innovation. |
| Quelle | (1994), (20 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Collegiality; Educational Cooperation; Integrated Curriculum; Intermediate Grades; Interprofessional Relationship; Middle Schools; Program Implementation; School Restructuring; Teacher Influence; Teacher Participation; Teamwork |
| Abstract | This document presents findings of a study that examined the impact of teacher teaming on the implementation of a comprehensive program of curriculum and instruction. The program, Complex Instruction (CI), was implemented in four middle schools in the Riverdale School District (Arizona), each of which utilized some form of teaming instruction. CI was designed to involve all students in higher order thinking. Data were collected from interviews with the principal, CI coordinator, and CI teachers at each of the four schools. Findings indicate that: (1) colleagueship was a plus for teachers; (2) in most cases, CI involvement helped to strengthen team identity and unity; (3) block scheduling was an important complement to teaming and to CI; and (4) implementation success depended in part on the fit between CI and other foci of team curricula. The data highlight the importance of voluntary teacher participation and conditions of support for program implementation. School leaders can build support by providing team planning time and developing professional-development norms and expectations for risk taking. Finally, CI influenced and was influenced by organizational structures and processes. One figure is included. (LMI) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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