NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ872979
Record Type: Journal
Publication Date: 2010-Apr
Pages: 8
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0742-051X
Teacher Learning on Problem-Solving Teams
Gregory, Anne
Teaching and Teacher Education: An International Journal of Research and Studies, v26 n3 p608-615 Apr 2010
Problem-solving teams address student difficulties. Teams comprised of teachers, specialists, and administrators identify the student problem, develop individualized interventions, and assess student change. Teacher experiences of teams are understudied. In a prospective, mixed-method study conducted in the United States, 34 teachers were followed through the team process. Interview coding showed that 60% of teachers reported they gained new intervention skills. Yet, 40% of teachers reported no professional benefits. Logistic regression showed that differences in teacher learning were partially explained by teachers' negative or positive expectations at the outset of the team. The expectancy effects have implications for teacher professional development. (Contains 2 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States