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This paper describes and interprets the case of a middle school's first year of using interdisciplinary teacher teams as a key among several restructuring moves. It describes: (1) characteristics of the teaming process--leadership, decision making, professional growth and support of individual teachers, and cooperation, competition, and conflict within and between teams; and (2) categories of teaming's content--what teams work on--including kid talk, organizational detail and team/building maintenance, curriculum and instruction coordination and interdisciplinary planning, communication with students and parents, and inclusion issues. These patterns are interpreted in light of findings from other studies bearing on teachers' conceptions of their work, teaming, and middle school reform. (Author/ND)

Descriptors: Curriculum Development, Educational Change, Faculty Development, Interdisciplinary Approach, Intermediate Grades, Junior High Schools, Middle Schools, School Restructuring, Teacher Attitudes, Team Teaching, Teamwork











Autor: Ehman, Lee H.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8583&id=ED390845







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