Date Approved

5-31-2000

Embargo Period

7-14-2016

Document Type

Thesis

Degree Name

M.A. in School Administration

Department

Educational Services and Leadership

College

College of Education

First Advisor

Capasso, Ronald

Subject(s)

Mentoring in education; Teachers

Disciplines

Elementary and Middle and Secondary Education Administration

Abstract

The purpose of this study was to determine if the effects of teachers collaborating would have an effect on professional knowledge (pedagogy) and teacher efficacy. Teachers were exposed to three programs designed to promote collaboration (teachers talking about teaching and learning). The entire school staff was introduced to the program with 29 participants in the actual data study. Data was gathered through a questionnaire/survey/interview process. The major method of data analysis was tallies, percentages, and personal comments during interviews. The study found that the three programs had an effect on teacher collaboration. All three programs were found to be of professional value. All three programs caused teachers to talk about teaching and learning. Teacher talk sessions yielded the highest professional value. The professional literature impacted the most members of the group.

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