ERIC Number: ED126081
Record Type: Non-Journal
Publication Date: 1976-Jun
Reference Count: N/A
Problems and Prospects of Teaming. Research and Development Memorandum No. 143.
Cohen, Elizabeth G.
A series of studies of elementary schools in the San Francisco Bay area revealed a number of the causes and consequences of collaborative instruction (teaming). The most recent study, a two-year panel analysis, found that complexity of instructional methods and the physical structure of open space schools are the significant predictors of collaborative teaching over time. There is a wide variation in the work relationships called teaming, and teachers defined themselves as team members by at least one of four criteria: (1) team planning of instruction; (2) team evaluation of students; (3) team coordination of discipline; and (4) joint teaching. As a team becomes more interdependent it is able to sustain complex and sophisticated methods of instruction which require nonroutine decision-making. Teaming also results in improvements in the informal collegial evaluation system, an increased sense of influence and autonomy, and finally, when an entire school is mostly teamed there are changes in the patterns of governance. Principals share decision-making with teachers but feel more, rather than less, influential. Team interaction for some groups is a source of dissatisfaction and troubled work relationships. Large teams break up into smaller ones; highly interdependent teams become less interdependent; and many teams disappear only to have new teams spring up. Unless teams solve the problem of maintaining active participation of all members over time, many of the desirable results of teaming cannot be obtained. (DMT)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Stanford Univ., CA. Stanford Center for Research and Development in Teaching.
Identifiers - Location: California (San Francisco)