ERIC Number: EJ1150047
Record Type: Journal
Publication Date: 2017-Aug
Abstractor: As Provided
Gauging Goodness of Fit: Teachers' Responses to Their Instructional Teams in High-Poverty Schools
Charner-Laird, Megin; Ng, Monica; Johnson, Susan Moore; Kraft, Matthew A.; Papay, John P.; Reinhorn, Stefanie K.
American Journal of Education, v123 n4 p553-584 Aug 2017
Teacher teams are increasingly common in urban schools. In this study, we analyze teachers' responses to teams in six high-poverty schools. Teachers used two criteria to assess teams' goodness of fit in meeting the demands of their work: whether their teams helped them teach better and whether the team contributed to a better school. Their responses differed notably by school, depending largely on the principal's approach to implementation. In the three schools where teachers assessed teams favorably, principals set a meaningful purpose for teachers' collaborative work, provided structural support and professional expertise for their deliberations, and established safe environments for teachers' on-the-job growth.
Descriptors: Teacher Attitudes, Teamwork, Poverty, Urban Schools, Team Teaching, Principals, Program Implementation, Teacher Collaboration, Administrator Role, Faculty Development, Program Effectiveness, Teacher Improvement, Educational Improvement
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
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