What Makes Interdisciplinary Teams Effective?

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

doi:10.1080/00940771.2000.11494640

Cited by 46 publications

(19 citation statements)

References 2 publications

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“…These results also resonated with the research literature on the experiences teaming practices in the USA where a number of factors have also been identified that either facilitate or inhibit collaborative practices in middle school teaching teams (Erb, 1997;Erb & Dickinson;Erb & Doda, 1989;Flowers et al, 1999Flowers et al, , 2000Kain, 1997Kain, , 2001Larson & LaFasto, 1989). Results from all participants have been cross-matched and are presented under the headings of the five main themes listed above.…”

Section: Discussion and Resultssupporting

confidence: 75%

“…Main also found that one of the six main factors that either facilitated or hindered effective team practices was whether teachers had training in or an understanding of how to implement effective team practices and processes. In the research literature on the experiences of middle school team practices in the USA, prior team skills training was also identified as a main factor that either facilitated or hindered collaborative practices in teaching teams (Erb, 1997;Flowers et al, 1999Flowers et al, , 2000Kain, 1999Kain, , 2001.…”

Section: The Need For Teamwork Skills In Educationmentioning

confidence: 99%

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Teamwork — teach me, teach me not: A case study of three Australian preservice teachers

Main

2010

Aust. Educ. Res.

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Explicit training in teaming skills (both preservice and inservice) has been identified as a key means of facilitating the effective functioning of teaching teams (Main, 2007). This case study explored how groupwork tasks within university coursework can prepare preservice education students to work effectively in teaching teams. Three students in their final year of study were primed to the skills that have been identified as necessary for successful team practices. The students then participated in a semistructured interview about their groupwork experiences at university. Results from this study of preservice teacher education students reflected findings from studies of students' groupwork experiences in other disciplines (i.e., business). Students reported opportunities to practise teamwork. However, they were not explicitly taught "how" to work effectively together. It was also found that the assessment focus was entirely on the final "product" and not on the group "process".

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Section: Discussion and Resultssupporting

confidence: 75%

Section: The Need For Teamwork Skills In Educationmentioning

confidence: 99%

Teamwork — teach me, teach me not: A case study of three Australian preservice teachers

Main

2010

Aust. Educ. Res.

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“…Organisational level -Some forms of collaboration can impede school change (Lima, 2001) (Smetser, 2007) -Team structure: role, goals, norms of procedure (Main, 2007) -Staff continuity (Main, 2007) -Time: scheduled common planning time for teams (Main, 2007;Flowers et al, 2000;Erb & Stevenson, 1999, in Mertens & Flowers, 2004; cycles of time to support teaming practices (larger blocks of time for teaching) (Main, 2007) -Time (Main, 2007;Rone, 2009;Watson, 2005 (Smetser, 2007) -Matching of personalities in teams (Main, 2007) -Teaming skills (conflict management; communication) (Main, 2007) -Teacher choice (who will they work with in teams) (Main, 2007) -Lowered isolation (Crow & Pounder, 2000) -Team size (Erb & Stevenson, 1999, in Mertens & Flowers, 2004Smetser, 2007;Truijen et al, 2013) -Team tenure (Flowers et al, 2000) -Coordination (contact for internal and external coordination) (Smetser, 2007) -Empowerment of teachers (making them part of the decision-making process) (Yisrael, 2008) -Supportive atmosphere (Yisrael, 2008) -Participation (Yisrael, 2008 adequate working relationship or knowledge of members' roles and responsibilities (Truijen et al, 2013) -Flexibility (Main, 2007) -Backing up behaviours (Main, 2007) -Relationship building (Main, 2007) -Conflict (Main, 2007) -Focus on learning to collaborate and group activities (Flowers et al, 2000) -Autonomy …”

Section: Teacher Level Group Levelmentioning

confidence: 99%

Teacher collaboration: A systematic review

Vangrieken

Dochy

Raes

et al. 2015

Educational Research Review

631

464

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A B S T R A C T This paper presents a systematic review on teacher collaboration. In total, 82 studies were selected based on predefined selection criteria and reviewed by means of a narrative review method to thematically gather information across the studies. The first aim of this review was to provide an overview of the terminological framework to describe teacher collaboration used in previous research. Collaboration was perceived here as a continuum ranging from mere aggregates of individuals to strong team collaboration. This continuum was conceptualised as the degree of team entitativity. Second, the review investigated the focus and depth of collaboration. These appeared to be important issues and provide different opportunities for (collaborative) learning. Third, although realising teacher collaboration proves to be challenging, this review listed benefits for students, teachers, and the school. Fourth and fifth, various facilitating and hindering factors were explored that may serve as valuable points of action to realise effective collaboration. The latter has vital importance for the future as it is needed to build schools into learning organisations, to anticipate the growing importance of collaboration in society and to use education as a role model for students to properly prepare them for the future.

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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

Self Cite

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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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What Makes Interdisciplinary Teams Effective?

Cited by 46 publications

References 2 publications

Teamwork — teach me, teach me not: A case study of three Australian preservice teachers

Teamwork — teach me, teach me not: A case study of three Australian preservice teachers

Teacher collaboration: A systematic review

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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