Date Approved

5-16-2002

Embargo Period

5-16-2016

Document Type

Thesis

Degree Name

M.A. in Education Administration and Supervision

Department

Educational Services and Leadership

College

College of Education

First Advisor

Sernak, Kathy

Subject(s)

Academic achievement; Eighth grade (Education); Teaching teams

Disciplines

Elementary and Middle and Secondary Education Administration

Abstract

This study was designed to investigate the relationship between thematic teacher teaming and its effects upon student achievement and cross-curricula cohesiveness. The data were collected from a teacher questionnaire, student group discussions, school attendance and test scores, student assessments, and field notes. These various methods produced information about the development, understanding, enforcement, and collaboration regarding team teaching and its effects upon student achievement. A review of literature attributed initial positive teacher and student responses and later decreased lack of participation with inconsistent enforcement and support from administration. The findings of this study showed that this school did not develop a well-planned teacher teaming process. Therefore, the teaming process and profound increased student achievements were not significantly achieved, although, teacher collaboration, and cross-curricula cohesiveness increased.

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