NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ984930
Record Type: Journal
Publication Date: 2012
Pages: 13
Abstractor: As Provided
Reference Count: 41
ISSN: ISSN-1940-4476
"I Feel I'm Important": Successful Collaborative Teaching and Learning in a New Zealand Intermediate School
Martin, Rachel; Williams, Judy
RMLE Online: Research in Middle Level Education, v36 n2 2012
The investigation examined a collaborative teaching and learning house structure at a New Zealand intermediate (or middle) school. Using observations, questionnaires, and interviews, we explored the perceptions of staff, children, and parents about the educational value of such a model and whether it meets the principles of good education for the young adolescent age group. We found that a sizeable majority of the participants viewed this model positively and that it does reflect established principles of good education for young adolescent children, such as employing multiple learning and teaching approaches that respond to young adolescents' diversity and providing an organizational structure that supports meaningful relationships and learning (National Middle School Association, 2010). It corresponds particularly well with the principles of collaborative teaching and learning and the practice of keeping classes together for two years. Many parents wanted more information about this collaborative teaching and learning option prior to the current decision point at enrolment. We recommend continuing with this collaborative house structure at the school and suggest this school and other New Zealand intermediate schools explore ways to include more children in this form of education.
Association for Middle Level Education. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 800-528-6672; Fax: 614-895-4750; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand