Collaborative Planning and Decision Making: Preliminary Conclusions from an Ongoing Case Study of Elementary School Team Teaching.Report as inadecuate




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This study examined the collaborative planning and decision making of a grade level team of elementary teachers. The purpose of the case study was to determine the level and nature of interaction among teachers who participated in grade level team planning meetings during the school year. Eight fifth grade teachers in a mid-South suburban school district participated in the initial phase of the study in the spring of the school year. Two teachers on the team were first-year teachers. The others ranged in experience from 2-13 years. One teacher was African American, and the rest were Caucasian. All were female. The researcher observed the teachers during their regular team planning meetings, which were 90 minutes Monday afternoons after school and 45 minutes Wednesday mornings during their students' physical education period. The Monday afternoon meetings were devoted primarily to curriculum planning. The Wednesday morning meetings were devoted to team business. The team captain conducted both meetings. The researcher compiled field notes on individual levels of participation and categorized the types of teacher interaction. The analyses of these data provide insight into team planning and decision making as practiced in this situation, as well as the relative roles of veteran and novice teachers. (Contains 19 references.) (Author/SM)

Descriptors: Beginning Teachers, Collegiality, Cooperative Planning, Elementary School Teachers, Grade 5, Intermediate Grades, Participative Decision Making, Teacher Collaboration, Teacher Participation, Teaching Experience, Team Teaching, Teamwork











Author: Riley, John F.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=10748&id=ED436514







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