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The evaluation of vertical team coll...

Carter, Angela R.

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The evaluation of vertical team collaboration in the elementary school setting.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The evaluation of vertical team collaboration in the elementary school setting./
Author:	Carter, Angela R.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	142 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
Contained By:	Dissertation Abstracts International78-07A(E).
Subject:	Elementary education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10251920
ISBN:	9781369509267

The evaluation of vertical team collaboration in the elementary school setting.
Carter, Angela R.

The evaluation of vertical team collaboration in the elementary school setting. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 142 p.

Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.

Thesis (Ph.D.)--Capella University, 2016.

Educators in schools today are under constant demands to increase student achievement while implementing the Common Core State Standards. Collaboration in elementary schools specifically typically occurs in a vertical fashion in which members of the same grade level or subject area work together to plan and implement instruction. In-depth research however suggests that the most appropriate implementation of the Common Core State Standards requires an approach in which teachers of different grade levels and subject areas collaborate. At the time of research, collaboration in schools was a highly researched topic. However, vertical team collaboration in an elementary school specifically was not. The basic qualitative inquiry approach used in this research was carried out through semi-structured interviews, focus groups, and researcher memos. Framed from the human performance technology model and Wegner's communities of practice, this research sought to evaluate participants' experiences in the vertical team collaboration process and how it affected school performance and culture. Five themes emerged through the qualitative data analysis and included: increased awareness, higher expectations and accountability, collaboration and communication, common language, and shared decision making. The findings provide insight and further suggestion that vertical team collaboration may be effective at the elementary level in order to meet the demands of educators today.

ISBN: 9781369509267Subjects--Topical Terms:

641385
Elementary education.

The evaluation of vertical team collaboration in the elementary school setting.
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245 1 4 $a The evaluation of vertical team collaboration in the elementary school setting.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 142 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
500 $a Adviser: Charlotte Chase.
502 $a Thesis (Ph.D.)--Capella University, 2016.
520 $a Educators in schools today are under constant demands to increase student achievement while implementing the Common Core State Standards. Collaboration in elementary schools specifically typically occurs in a vertical fashion in which members of the same grade level or subject area work together to plan and implement instruction. In-depth research however suggests that the most appropriate implementation of the Common Core State Standards requires an approach in which teachers of different grade levels and subject areas collaborate. At the time of research, collaboration in schools was a highly researched topic. However, vertical team collaboration in an elementary school specifically was not. The basic qualitative inquiry approach used in this research was carried out through semi-structured interviews, focus groups, and researcher memos. Framed from the human performance technology model and Wegner's communities of practice, this research sought to evaluate participants' experiences in the vertical team collaboration process and how it affected school performance and culture. Five themes emerged through the qualitative data analysis and included: increased awareness, higher expectations and accountability, collaboration and communication, common language, and shared decision making. The findings provide insight and further suggestion that vertical team collaboration may be effective at the elementary level in order to meet the demands of educators today.
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