ERIC Number: ED438601
Record Type: RIE
Publication Date: 1999-Apr-21
Beyond the Process of Teaming: Administrative Support, Classroom Practices, and Student Learning.
Trimble, Susan B.; Peterson, Gary W.
This paper examines the relationships among administrative support, interdisciplinary team functioning, classroom practices, and student outcomes. It is premised on the need to move beyond examinations of the team process and explore the effects of processes on student learning. The report is based on a systemic research project that studied 60 certified personnel in 12 team configurations, each team containing one principal and one assistant principal. The teams were comprised of nine interdisciplinary teams and three special teams. The school in the study--a high-performing, low-SES restructured middle school--contained 756 students, 77 percent of whom were eligible for free or reduced lunch. Data sources included questionnaires, school-comparison data, school documents, interviews, public report cards, and team lesson plans. The results provided compelling evidence that supportive administrative practices and high-team functioning influence classroom practices, which in turn leads to more favorable student outcomes. However, the focus on team process alone was not sufficient to affect classroom practices and teacher behaviors; all subsystems needed to work together to increase student learning. The study identified specific relationships among school practices associated with higher student achievement, and underscored the importance of the systemic approach to understanding, integrating, and coordinating all subsystems that affect student outcomes. (Contains 18 references.) (RJM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999).