NEGTIOATING INTERDISIPLINARY TEAMING IN A MIDDLE-LEVEL SCHOOL CONTEXT
Open Access
- Author:
- Mecca, Cecelia Lee
- Graduate Program:
- Curriculum and Instruction
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- April 28, 2004
- Committee Members:
- James F Nolan Jr., Committee Member
Dana Lynn Mitra, Committee Member
Jamie Myers, Committee Chair/Co-Chair
Miryam Espinosa Dulanto, Committee Member - Keywords:
- teaming interdisciplinary curriculum middle school
- Abstract:
- Interdisciplinary teaming refers to a team of teachers from various disciplines teaching the same core group of students. While a body of research exists to support teaming, especially in a middle-level context, teams themselves are rarely afforded the time to reflect on their practice and inclusion on a team. One of the components of teaming includes interdisciplinary curriculum and instruction which implies an integration of subjects affording students the opportunity to make connections in their learning. As a team teacher for six years, I decided to explore my own team of six teachers in order to gain a better understanding of how one team functions. I divided the subjects of the study into two groups: Team A refers to the team I studied for the first two years, and Team B refers to teachers, three of whom are new, in the last six months of the study. The questions I attempt to answer after nearly three years of research including conducting interviews, observing and taking fieldnotes and collecting artifacts are: 1. How do team teachers understand interdisciplinary teaming in a middle level context? 2. What are the patterns or characteristics of an interdisciplinary team? 3. How do teams define success and negotiate the culture of teaming? 4. How can a team be more effective? An ethnographic case study, my research understands teams as cultures which were intentionally created as micro-societies within schools. With unique traditions, procedures and vocabulary, teams can only be measured against themselves. Team effectiveness should be considered by unique, shared goals teams set for themselves. Three clusters of categories essential to effective teams emerged from the research I conducted with Team 8 Orange. These include team management, team personnel and team objectives. The four aspects of team management are team leadership, time, and administrative support. The second cluster, team personnel includes the following qualities: commitment to teaming, personality, communication skills and trustworthiness. The third and final cluster, team objectives, consists of three aspects: shared goals, interdisciplinary curriculum, and focus on students. After a description of Team 8 Orange as it relates to each component of effective teaming taken from fieldwork, I conclude Team A could have been more effective while Team B, an effective new team, must remain committed to improvement in order to avoid the fate of Team A. Finally, the study concludes with an analysis of the components as they relate to Team A and B as well as a look at the future of teaming.