ERIC Number: ED454091
Record Type: RIE
Publication Date: 2001-May
Teacher Collaboration and Individualism in Secondary School Mathematics Departments.
Greenspan, Isaac L.
The primary activity of teachers is teaching; specifically, instructional time in the classroom--a generally individual practice. Other than instructional time, the activities that most consume teachers' time are those related to the courses they teach but that are not instructional time--lesson planning (short-term planning including short-range assessment construction), course planning (long-term planning including defining the course and comprehensive assessment construction), record keeping, grading, and other sorts of work outside the classroom that enables their work inside the classroom. It is in these activities that the greatest potential for collaboration exists. This paper seeks to explore collaboration and individuality in secondary school mathematics departments largely through the lens of course and lesson planning. Seven public schools were studied. Mathematics teachers' desire to collaborate varied greatly, apparently depending on many factors. Less experienced teachers appeared to want to collaborate more on instructional techniques. Teachers with more students seemed to want to spend more time discussing students. Some teachers regularly talked to a subset of the teachers in their department more than the rest of the department, possibly because of common free time or convenient location of work areas. Some teachers collaborated with their colleagues much less frequently. Some teachers were open to discussion when they felt there was something to discuss but would rather not have had regular formal collaboration. (Contains 16 references.) (ASK)
Publication Type: Dissertations/Theses - Masters Theses
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Master of Arts, University of Chicago.