Award Date

1-1-1993

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Curriculum and Instruction

Number of Pages

194

Abstract

This study explored the influence of interdisciplinary teaming on high school teachers in a southwest urban high school. The influence of interdisciplinary teaming on teachers' feelings of isolation and collegiality was examined. The construction of teachers' knowledge and development of personal meaning for interdisciplinary teaming were also studied; Participants were four team teachers in three subject matter areas. The teaching experience of the teachers ranged from one year to thirty-two years. Two of the teachers had no prior experience teaching on an interdisciplinary team. The other two teachers had one year of experience teaching on an interdisciplinary team; A case study method was used to examine the influence of interdisciplinary teaming on high school teachers. Formal and informal interviews were conducted with the teachers in the study. Other sources of data were observations and collection of documents relevant to the study. Observations were conducted with the teachers as they met in informal and formal meetings as well as during staff development meetings; Data revealed that the teachers were unprepared for interdisciplinary planning. Isolation decreased and collegiality increased as teachers interacted. The teachers constructed personal practical knowledge through three of the natural mentoring processes. The three types of mentoring were social informal mentoring, collaborative mentoring, and clerical mentoring. Implications for administrators, interdisciplinary teaming, teacher collegiality, and teacher isolation were drawn.

Keywords

Collegiality; High; Influence; Interdisciplinary; Interdisciplinary Teams; School; Teachers; Teaching; Team; Team Teaching; Teamin; Teaming; Urban; Collegiality; Interdisciplinary Teams; Team Teaching

Controlled Subject

Education, Secondary; Curriculum planning

File Format

pdf

File Size

7116.8 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Permissions

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Identifier

https://doi.org/10.25669/9rwx-ugi5


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