The Use of Interdisciplinary Teaming and its Influence on Student Self-Concept in Middle Schools

Stefanich, Greg P.; Wills, Fred A.; Buss, Ray R.

doi:10.1177/0272431691114001

Cited by 9 publications

(6 citation statements)

References 17 publications

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“…Student outcomes have also been addressed in some studies of interdisciplinary teacher teaming. These studies suggest that students at teaming schools have higher levels of social bonding with peers, teachers, and their schools (Arhar, 1990); report more satisfaction with their fellow students (Pounder, 1999); feel less anonymity and isolation (Clark & Clark, 1994); and have higher levels of self-concept (Stefanich, Wills, & Buss, 1991) than do their nonteaming student counterparts. Studies have also identified important outcomes in student achievement as a result of interdisciplinary teaming and other middle-level implementations.…”

Section: Team-related Outcomesmentioning

confidence: 99%

Interdisciplinary Teacher Teams: Context, Design, and Process

Crow¹,

Pounder²

2000

Educational Administration Quarterly

106

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Teacher involvement strategies have become an important part of educational reform. Work group enhancement, although less used than individual approaches, is gaining attention in reform efforts and research investigations. Hackman and Oldham’s model on work group effectiveness provides a useful conceptual framework for understanding the nature of interdisciplinary teacher teams. This article reports on a study of interdisciplinary teacher teams during the 2nd year of implementation of teaming in a middle school. Based on observational and interview data, the study identifies the major context, design (structure), and process features of each of the four teams in the school. The article also provides a discussion of implications for practice and research in the area of collaborative teaching reforms.

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Section: Team-related Outcomesmentioning

confidence: 99%

Interdisciplinary Teacher Teams: Context, Design, and Process

Crow¹,

Pounder²

2000

Educational Administration Quarterly

106

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“…Research on middle school interdisciplinary teams also indicates favorable outcomes for students. Specifically, students at teamed schools have higher levels of social bonding with peers, teachers, and their school (Arhar, 1990), feel less anonymity and isolation (Clark & Clark, 1994, p. 125), and have higher levels of self-concept (Stefanich, Wills, & Buss, 1991) than do their nonteaming counterparts.…”

Section: Literature Reviewmentioning

confidence: 99%

Teacher Teams: Exploring Job Characteristics and Work-Related Outcomes of Work Group Enhancement

Pounder¹

1999

Educational Administration Quarterly

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This study explores how teacher teams (work group enhancement) influence teachers’ work characteristics and other work-related variables. The study uses a comparative design to test differences between teamed and nonteamed teachers on work characteristics and work-related variables suggested by Hackman and Oldham’s job characteristics model. The study results suggest that teachers whose jobs have a work group emphasis (interdisciplinary teams) report significantly higher levels of the following: (a) skill variety in their work; (b) knowledge of students (their educational characteristics, history, and personal life circumstances); (c) growth satisfaction; (d) general satisfaction; (e) professional commitment; (f) work group helpfulness and effectiveness; (g) internal work motivation; and (h) teacher efficacy than do their nonteaming counterparts. The study also reports auxiliary survey data on students’satisfaction with various aspects of a team versus a nonteam school.

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“…This belief is supported by Rosenberg (1976) who has concluded that teachers can be instrumental in the formation of young adolescents' self-concepts. Recently, Stefanich, Wills, and Buss (1991) found that "interdisciplinary teaming appears to play a role in favorably mediating the self-concepts of middle school students" (p. 404). However, what role might CPT for teachers have in this finding?…”

Section: Self-conceptmentioning

confidence: 99%

The Impact of Common Planning Time on Middle Grades Students and Teachers

Warren

Muth

1995

Research in Middle Level Education

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This descriptive study examines the practice of common planning time (CPT) for middle grades teachers who are members of interdisciplinary teams and the impact that this practice has on students' self-concepts and perceptions of their school climate and teachers' perceptions of their working environment. Instruments used were the Self-Description Questionnaire-II, Quality of School Life Scale, and Teacher Opinion Questionnaire. Results showed that students receiving instruction from teachers on interdisciplinary teams with CPT had higher overall self-concepts and more positive overall perceptions of their school climate than did students receiving instruction from teachers on interdisciplinary teams without CPT, organized departmentally. In addition, results of the study showed that teachers on interdisciplinary teams with CPT had more positive overall perceptions of their working environment than did teachers who were organized departmentally. The findings suggest that CPT for teachers on interdisciplinary teams plays a critical role in making middle grades schools more responsive to the needs of young adolescents and their teachers.

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The Use of Interdisciplinary Teaming and its Influence on Student Self-Concept in Middle Schools

Cited by 9 publications

References 17 publications

Interdisciplinary Teacher Teams: Context, Design, and Process

Interdisciplinary Teacher Teams: Context, Design, and Process

Teacher Teams: Exploring Job Characteristics and Work-Related Outcomes of Work Group Enhancement

The Impact of Common Planning Time on Middle Grades Students and Teachers

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