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Analyzing the Reported Professional Learning of Ninth-Grade Teachers Participating in an Interdisciplinary Team.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Analyzing the Reported Professional Learning of Ninth-Grade Teachers Participating in an Interdisciplinary Team./
作者:	Childress, Glynnis.
面頁冊數:	1 online resource (159 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-07, Section: A.
Contained By:	Dissertations Abstracts International83-07A.
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28964238click for full text (PQDT)
ISBN:	9798762199469

Analyzing the Reported Professional Learning of Ninth-Grade Teachers Participating in an Interdisciplinary Team.
Childress, Glynnis.

Analyzing the Reported Professional Learning of Ninth-Grade Teachers Participating in an Interdisciplinary Team. - 1 online resource (159 pages)

Source: Dissertations Abstracts International, Volume: 83-07, Section: A.

Thesis (Ph.D.)--Montclair State University, 2022.

Includes bibliographical references

Interdisciplinary teaming has been a hallmark of the middle school philosophy for over 30 years and consists of a multitude of benefits for teachers, ranging from job satisfaction to communal support. Yet, interestingly, there is little research on the benefits of interdisciplinary teaming at the high school level, even with an increased focus on teacher collaboration and Professional Learning Communities (PLCs). Thus, the purpose of this practitioner action research study was to examine the reported professional learning of ninth-grade teachers participating in an interdisciplinary team. The interdisciplinary team consisted of seven secondary level English, science, math, and social studies teachers, including me. During this two-year study (2017-2019), the interdisciplinary team functioned as a PLC and met twice a month: once for the required PLC time and a second time in a voluntary format. Two research questions guided my study: How do we create space for an interdisciplinary team at the high school level? What types of teacher learning and student support may result from creating space for high school teachers to work in an interdisciplinary team setting? Throughout my two findings chapters, I utilized the "Grammar of Schooling" by Tyack and Tobin (1994) as a conceptual framework and Social Learning Theory by Brown and Adler (2008) as a theoretical framework. Both of these frameworks provided useful lenses in understanding the archaic structures of schooling and the organic and innovative collaborative practices of people working in groups. Initially, I found it difficult to replicate a traditional interdisciplinary team model. But despite the institutional barriers, the interdisciplinary team collectively learned from one another, contributed to conversations, offered suggestions and resources, and, most importantly, advocated for ninth-grade students.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798762199469Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Grammar of schoolingIndex Terms--Genre/Form:

542853
Electronic books.

Analyzing the Reported Professional Learning of Ninth-Grade Teachers Participating in an Interdisciplinary Team.
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