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A case study of a high school's deve...

Fitzgerald, Jean M.

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A case study of a high school's development of teacher collaboration through interdisciplinary curriculum planning.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A case study of a high school's development of teacher collaboration through interdisciplinary curriculum planning./
作者:	Fitzgerald, Jean M.
面頁冊數:	207 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1316.
Contained By:	Dissertation Abstracts International66-04A.
標題:	Education, Social Sciences. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3173664
ISBN:	054211092X

A case study of a high school's development of teacher collaboration through interdisciplinary curriculum planning.
Fitzgerald, Jean M.

A case study of a high school's development of teacher collaboration through interdisciplinary curriculum planning. - 207 p.

Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1316.

Thesis (D.Ed.)--Boston College, 2005.

Job-embedded opportunities for teacher collaboration have been cited as successful ways for promoting teacher learning, which in turn will promote increased student learning (Little, 1990). Researchers and theorists cite properly supported collaboration as key to lasting school improvement (Dufour & Eaker, 1998; Louis & Kruse, 1995; Hargreaves, 1994; Fullan, 1990; Little, 1990). In order for the practice of collaboration to be implemented in schools, an environment must be created to support the collaborative efforts. Dufour and Eaker (1998) credit creating an environment conducive for teacher collaboration as "the single most important factor" for successful school improvement initiatives (p.117).

ISBN: 054211092XSubjects--Topical Terms:

1019148
Education, Social Sciences.

A case study of a high school's development of teacher collaboration through interdisciplinary curriculum planning.
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245 1 2 $a A case study of a high school's development of teacher collaboration through interdisciplinary curriculum planning.
300 $a 207 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1316.
500 $a Director: Irwin Blumer.
502 $a Thesis (D.Ed.)--Boston College, 2005.
520 $a Job-embedded opportunities for teacher collaboration have been cited as successful ways for promoting teacher learning, which in turn will promote increased student learning (Little, 1990). Researchers and theorists cite properly supported collaboration as key to lasting school improvement (Dufour & Eaker, 1998; Louis & Kruse, 1995; Hargreaves, 1994; Fullan, 1990; Little, 1990). In order for the practice of collaboration to be implemented in schools, an environment must be created to support the collaborative efforts. Dufour and Eaker (1998) credit creating an environment conducive for teacher collaboration as "the single most important factor" for successful school improvement initiatives (p.117).
520 $a This qualitative research study examined how the implementation of job-embedded meeting time, designed to promote teacher collaborative efforts, affected the actions and behaviors of the participants toward collaborative work. The focus this work centered on interdisciplinary curriculum planning through student writing. Eleven volunteer participants and the assistant principal, also the researcher in this case study, met on a bi-weekly basis from September through May during a one year period.
520 $a Data instruments used in this study were, participant interviews, researcher field notes, and the participants' reflective writings. Principal findings from the study showed: (1) the unique structure and function of job-embedded meeting time positively affected the learning and professional practice of the participants by fostering an environment that encouraged collaborative practices; (2) over the course of the study, the characteristics of relational trust among the participants were noted; (3) support and belief in collaboration from school leaders is vital if the teacher collaboration is to succeed and have a chance in changing the culture of schools.
520 $a Findings from this study are consistent with current research literature on teacher collaboration. True teacher collaboration will not become an integral part of the business of schools by chance. As this case study demonstrated careful attention must be paid to both the structural and human resource components needed to promote and nurture collaborative work in our schools.
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