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ERIC Number: ED063256
Record Type: RIE
Publication Date: 1972-Apr
Pages: 18
Abstractor: N/A
Reference Count: 0
The Analysis of Teachers' Task Contributions to Decision-Making Interaction: Differences in Three Content Areas and Two Types of Teaching Teams.
Molner, Sheila R. F.
This study describes an effort to determine what teachers talk about during their team meetings and to characterize the types of contributions teachers make to their decision-making tasks. Eleven teams of volunteer teachers, used in a previous study (Molner, 1971 SP 005 510), supplied material for audio tapes. Teams met approximately once a week, and the data was originally gathered over a 3-month period (March-May 1970). Team size ranged from three to eight members. Discussions reflect three areas of concern: a) the request and offer of professional assistance, b) the use of technical and personal expertise, and c) the evaluation of team and individual efforts relating to the functioning of the team. Each meeting was listened to by two observers whose task was to identify major agenda items within the meeting. The observers identified 1) the agenda items, including descriptive titles for each item; 2) the starting and ending point of each item; and 3) the major components discussed within each agenda item. The content analysis instrument was composed of eight types of communication identified as representing different features of a team discussion. The content analysis instrument differentiated the kinds of comments made by team teachers discussing different topics. These differences validate at least some of the categories in the content analysis. Reliability for this study is not entirely satisfactory and indicates the need for refinement of the content analysis instrument. A 2-item bibliography is included. (MJM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Stanford Univ., CA. Stanford Center for Research and Development in Teaching.
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, Ill., April 1972)