The Impact of Teaming: Five Research-Based Outcomes

Flowers, Nancy; Mertens, Steven B.; Mulhall, Peter F.

doi:10.1080/00940771.1999.11494619

Cited by 62 publications

(44 citation statements)

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“…The achievement of student learning is quite good, indicating that the initiation of collaboration in the development of the design can encourage students to learn more actively and ultimately contribute the students' knowledge construction. This result is consistent with the results of the study by Flowers et al (1999), that the joint planning, the creation of a positive work climate, and contact between teams with parents can improve student achievement scores. Development and implementation of thematic assignment, was simultaneously reduce student dependence on teachers, and build parental support.…”

Section: Discussionsupporting

confidence: 91%

Democratization of Learning through Thematic Assignment

Medellu¹,

Lumingkewas²,

Walangitan³

2015

IES

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This article describes the results of research on learning democratization in Sangihe. This study is the first year of a five-year plan. Long-term goal of this research is to create the democratic science learning in schools. Democratic learning model was developed through thematic assignment, involving the participation of parents and communities. This study covers three main stages, namely designing and developing instruction, implementation and evaluation. Democratization of learning was analyzed based on indicators of student's activities, the role of teachers and parents. The results showed that the collaboration of teachers, students and parents in the development of the design can initiate the process of democratization. Implementation of thematic assignment instruction involving parent's role, can motivate students and encourage the activities of student groups to increase from the first to tenth meeting. Thematic assignment on environmental issues, were easily understood by students and allow parents act as learning partners, motivator and facilitator. Dialogical assessment was encourages student groups to improve the learning activity from the initial to the next meeting. The final evaluation results showed that the study group interaction in a democratic climate can reduce individual differences and establish an open collaboration, so the groups learning outcomes fairly homogeneous.

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Section: Discussionsupporting

confidence: 91%

Democratization of Learning through Thematic Assignment

Medellu¹,

Lumingkewas²,

Walangitan³

2015

IES

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“…Their voices are corroborated by a number of studies, completed in the past ten years, which reveal positive outcomes for teachers and students who are members of middle level teams (Arhar & Kromrey, 1995;Powell, 1993;Strahan, Bowles, Richardson, & Hanawald, 1997). Teachers who team tend to view school climate more positively (Flowers, Mertens, & Mulhall, 1999); have an enhanced sense of professionalism (Gatewood, Cline, Green, & Harris, 1992); and are more collegial in their work (Mills, Powell, & Pollack, 1992). Students on teams develop a sense of bonding with teachers (Arhar & Kromrey, 1995); present fewer behavior issues (Felner, Jackson, Kasak, Mulhall, Brand, & Flowers, 1997); and increase their academic achievement (Flowers et al, 1999).…”

Section: Interdisciplinary Teamingmentioning

confidence: 99%

Young Adolescent Voices: Students’ Perceptions of Interdisciplinary Teaming

Boyer¹,

Bishop

2004

RMLE Online

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Interdisciplinary teaming in middle schools has increased dramatically over the past few decades (McEwin, Dickinsen & Jensen, 2003); nevertheless, students have rarely been consulted as important sources of insight into this practice (Dickinsen & Erb, 1997) of two or more teachers sharing the responsibility for instruction, curriculum, and assessment of a common group of students (NMSA, 1995). The purpose of this study was to describe and analyze young adolescents' perceptions of effective interdisciplinary teaming. Qualitative methods were employed to describe, analyze, and interpret the perceptions of 77 middle level students from three middle schools. A multi-genre approach was used to represent the findings, including analytic writing, student-produced photographs, narrative vignette, and poetic transcription. Findings indicated that students felt like trusted members of a community, viewing themselves as self-disciplined and self-directed learners. Students perceived themselves to be growing in confidence, independence, and tolerance, gaining leadership and collaborative skills, and belonging to a family. Data indicate that when schools are organized to support multi-year teams, and when students are invited to collaborate in team governance and learning, many students report positive personal growth. ________________________________

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“…The Self-Study Teacher Survey is part of a data collection system of surveys for middle grades schools developed by CPRD in 1990. The surveys are grounded in research and have been used in studies of thousands of schools with the results widely disseminated Flowers, Mertens, & Mulhall, 1999, 2000a, 2000b, 2007Mertens, Flowers, Hesson-McInnis, & Bishop, 2006, 2007. The teacher survey is comprised of numerous constructs related to, for example, teacher collaboration, teaching and learning, climate, decision making, and leadership, but the constructs used for this study include the following:…”

Section: Methodsmentioning

confidence: 99%

Turnaround Success: An Exploratory Study of Three Middle Grades Schools that Achieved Positive Contextual and Achievement Outcomes Using the Schools to Watch i3 Project

et al. 2017

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This article presents the results of a study examining the highest implementers of the Schools to Watch (STW): School Transformation Network Project, and the impact the project had on their teaching/learning practices and outcomes. The project was funded by the U.S. Department of Education's Investing in Innovation (i3) grant program and was designed to improve the educational practices, experiences, and outcomes of 18 low-performing middle grades schools in California, Illinois, and North Carolina by offering a whole school reform model with a multilayered system of support. The framework for the project was the National Forum to Accelerate Middle-Grades Reform's STW criteria, a set of strategies and practices for middle grades schools. The data presented were collected as part of the project's evaluation which used a quasiexperimental design. Data are from the Forum's STW Rubric and the Center for Prevention Research and Development's (CPRD) Self-Study Teacher Survey from project schools, as well as student achievement test scores from project and comparison schools. The findings showed that the highest implemented STW Project schools achieved higher levels of implementation of the STW criteria, teacher collaboration, leadership practices, and best middle grades instructional practices, and showed significant improvement in mathematics achievement.

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The Impact of Teaming: Five Research-Based Outcomes

Cited by 62 publications

References 1 publication

Democratization of Learning through Thematic Assignment

Democratization of Learning through Thematic Assignment

Young Adolescent Voices: Students’ Perceptions of Interdisciplinary Teaming

Turnaround Success: An Exploratory Study of Three Middle Grades Schools that Achieved Positive Contextual and Achievement Outcomes Using the Schools to Watch i3 Project

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