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ERIC Number: ED545489
Record Type: Non-Journal
Publication Date: 2012
Pages: 140
Abstractor: As Provided
ISBN: 978-1-2675-5896-1
Teachers' Perception of Team Teaching Middle School Mathematics in Urban Schools
Serrano, Vanessa
ProQuest LLC, Ed.D. Dissertation, Walden University
The purpose of this study was to examine teachers' perceptions of team teaching middle school mathematics in urban schools. The research questions focused on student academic performance and the impact that team teaching may have from the perspective of teachers. The theories of Piaget, Vygotsky, and Bruner formed the theoretical foundation for this research study. Eighteen middle school mathematics teachers participated in this Q-methodological study. Each participant ranked 36 statements according to his or her personal beliefs and experiences regarding team teaching middle school mathematics in urban schools. Participants sorted statements extracted from a questionnaire that was previously given to them; they ranked the statements along a continuum from +4 (most agree) to -4 (most disagree). This data analysis procedure allowed for the quantifying of qualitative data. Three significant perceptions regarding team teaching were identified. Teachers associated with Perception 1 believed that student individual differences, curriculum, and teaching strategy are factors that affect team teaching. Teachers associated with Perception 2 demonstrated a strong interest in the constructivist learning environment being the way to success while utilizing the team teaching model in mathematics education. Teachers associated with Perception 3 agreed that there is a relationship between the factors affecting team teaching and teacher collaboration. This information on team teaching is important for educators because it might give teachers insight into how to adjust teaching strategies to improve student achievement. This study might provide insight to school administrators, policy makers, and mathematics educators in developing programs that utilize the team teaching model in order to enhance student academic performance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A