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Thisstudy wasconducted during an entireschool yearin a middleschool with grades six through eightand explored the influence of interdisciplinary teaming on feelings of isolation and collegiality among teachers on teams. Using methods associated with long-term field studies, researchers observed and interviewed teachers on three interdisciplinary case study teams. The personal isolationfrequently experienced byteachers wasnonexistentbyearly in the school year; however, other themes of isolation emerged. Inter-team isolation and subject matterisolation concerned teachers whowerecase study team members. Implications for teacher decision making,for novice teacher development, andfor administrativesupportof teamingarediscussed.

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