ERIC Number: ED161153
Record Type: Non-Journal
Publication Date: 1978-Aug
Reference Count: N/A
Management Implications of Team Teaching: Final Report.
Packard, John S.; And Others
This final report summarizes the Management Implications of Team Teaching Study. Subjects for the study were 29 elementary schools in Kentucky, Virginia, New Jersey, Massachusetts, and New Hampshire. Interviews and questionnaires were used to collect data from 1974 to 1976. The prime study described by W. W. Charters in Part 1 was designed to replicate the findings of Pellegrin, Meyer, and Cohen. It investigated effects of multiunit organization on governance, work, and sentiments. It dealt with a multitude of variables concerning the micro-governance of education, teacher attributions of influence, the distribution of personal power, instructional organization of the schools, task-related communication among teachers, work settings, teacher sense of autonomy, teacher job satisfaction, innovation, and teacher sentiment. A companion study described by John S. Packard in Part 2 dealt with determinants of change in governance and work systems. It focused on planning strategy variables, school type, performance variations, strategies of implementation, instructional interdependence, and subject area. In Part 3, Ken Duckworth examined the development of teacher work groups, including team functions, student exchange, work-related communication, team management, unit characteristics, and systematic relationships among team functions. (Author/JM)
Descriptors: Administration, Communication (Thought Transfer), Decision Making, Educational Innovation, Educational Research, Elementary Education, Experimental Programs, Job Satisfaction, Multiunit Schools, Open Plan Schools, Organization, Questionnaires, School Organization, Tables (Data), Teacher Attitudes, Teacher Behavior, Teachers, Team Teaching
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Oregon Univ., Eugene. Center for Educational Policy and Management.