ERIC Number: ED480034
Record Type: RIE
Publication Date: 2003-Jun
Reference Count: N/A
Teacher Teaming in Relation to Student Performance: Findings from the Literature.
This publication examines research on an instructional practice called teacher teaming as conducted in K-12 schools. Teacher teaming involves grouping two or more teachers together with responsibility for a group of students for instructional purposes. The report describes the major literature about the relationship that exists between teacher teaming and K-12 student performance. Five chapters focus on: (1) "Introduction"; (2) "Teacher Teaming within the Context of School Change"; (3) "Teacher Teaming Types" (interdisciplinary, multidisciplinary, teacher collaboration, team teaching, and partnering); (4) "Teacher Teaming and Student Performance" (literature types, school-level literature, outcome measures reported, student performance findings, and summary of findings); (5)"Discussion of Findings and the State of the Literature" (the extent to which teacher teaming is related to student achievement, factors associated with effective teaming, and recommended further research). The study found 19 studies related to achievement and teaming. None of the studies was experimental. Only five studies were quasi-experimental. Of the quasi-experimental studies, one found a positive, significant relationship between teacher teaming and student achievement. Nine correlational or case studies found some positive relationships. (Contains approximately 240 bibliographic references/additional resources.) (SM)
Descriptors: Academic Achievement, Elementary Secondary Education, Interdisciplinary Approach, Teacher Collaboration, Team Teaching, Teamwork
Northwest Regional Educational Laboratory, 101 S.W. Main Street, Suite 500, Portland, OR 97204. Tel: 503-275-9500; Tel: 800-547-6339 (Toll Free); Fax: 503-275-0458; e-mail: email@example.com; Web site: http://www.nwrel.org.
Publication Type: Information Analyses
Education Level: N/A
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Northwest Regional Educational Lab., Portland, OR.