ERIC Number: ED442892
Record Type: RIE
Publication Date: 2000-Apr-25
Multiple Team Structures and Student Learning in a High Risk Middle School.
Trimble, Susan B.; Peterson, Gary W.
This study investigated the relationship between a multiple team structure and student achievement in a high minority (predominantly African American), low socioeconomic status middle school over 3 years. Part of a larger 5-year investigation of team structures in high performing restructured middle schools, the study observed the components and interactions of the executive team, leadership team, grade level team, cross-content teams, and interdisciplinary and study teams, noting their influence on student learning outcomes. The analysis took into account the extent of administrative and district support. Data sources included questionnaires, stories teachers wrote about pictures, team meeting observations, classroom observations, interviews, school documents, and state report card data. Data sources provided information related to district and administrative support, multiple teams, teacher integration of multiple team tasks and team learning, classroom practice, and student performance. Results indicated that the systematic alignment of district and administrative directives coupled with multiple teams at the school site and with teacher integration and learning in study teams resulted in changed classroom practices and increased student performance. (Contains 18 references.) (SM)
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 (New Orleans, LA, April 24-28, 2000).