Staff View
“Two ships pass in the night”

Descriptive

TitleInfo
Title
“Two ships pass in the night”
SubTitle
team and non-team teacher perceptions of middle school teaming
TitleInfo (type = abbreviated)
Title
Team and non-team teacher perceptions of middle school team
Name (type = personal)
NamePart (type = family)
Ruggiero
NamePart (type = given)
Frank Michael
NamePart (type = date)
1975-
DisplayForm
Frank Ruggiero
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Lugg
NamePart (type = given)
Catherine A.
DisplayForm
Catherine A. Lugg
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Adamus
NamePart (type = given)
John
DisplayForm
John Adamus
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Karpinski
NamePart (type = given)
Carol
DisplayForm
Carol Karpinski
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
outside member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Education
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (qualifier = exact)
2014
DateOther (qualifier = exact); (type = degree)
2014-05
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
In recent decades, educators have looked toward the middle school model as an appropriate bridge for children transitioning from elementary school to high school and from childhood to adolescence. However, there continue to be questions surrounding its cornerstone practice of interdisciplinary teaming. Using a qualitative single-case study design, this dissertation was designed to explore how teachers experience the phenomenon of teaming as a feature of middle school reform efforts. It examined how participation or non-participation on a team affected members of a school community whose approach to teaming included some teachers but excluded others. The purpose of this research was to generate better understandings of teachers’ lived experience to assist in efforts to improve the teaming model in middle schools. Much of the existing research on middle school reform documents the positive outcomes of teaming but neglects its impact on the larger school community and focuses, instead, on smaller groups of teachers who are part of the teams. By privileging the viewpoints of an under studied population of non-team teachers whose voices are often unheard in the literature on teaming’s normative benefits, this study was the first scholarly attempt to compare the experience of team teachers with that of non-team teachers. The significance of this research lay in its ability to explore unintended outcomes of this experience. Both team and non-team teachers chosen through a combination of criterion and convenience sampling took part in semi-structured phenomenological interviews. Data collection procedures also included the observation and analysis of school, district, and community documents. With multiple data sources and data collection methods, both methods triangulation and data triangulation were employed as strategies to improve the internal validity of this research. Results from this research indicate that teacher experience with middle school interdisciplinary teaming varies according to their team or non-team status. Team status affected teachers’ opportunities for professional growth, perceptions of instructional effectiveness, and sense of belonging and personal satisfaction. These findings have implications for both policy and practice. Educational policymakers need to understand how teaming affects all members of a school community, and practicing school leaders must be aware of the potential negative effects of teaming that remain under researched, discounted, or swept aside. Future research should be designed to add to the knowledge base of how middle school teaming affects all teachers in schools. In so doing, future research will provide support for school leaders charged with implementing or maintaining middle school reforms and, more specifically, designing and leading interdisciplinary teams in their middle schools.
Subject (authority = RUETD)
Topic
Educational Administration and Supervision
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_5414
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
viii, 318 p. : ill.
Note (type = degree)
Ed.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Frank Michael Ruggiero
Subject (authority = ETD-LCSH)
Topic
Middle school education
Subject (authority = ETD-LCSH)
Topic
Teaching teams
Subject (authority = ETD-LCSH)
Topic
Educational change
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
Identifier (type = local)
rucore10001500001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier (type = doi)
doi:10.7282/T3MK6B4R
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Ruggiero
GivenName
Frank
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2014-04-09 08:26:35
AssociatedEntity
Name
Frank Ruggiero
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

RULTechMD (ID = TECHNICAL1)
ContentModel
ETD
OperatingSystem (VERSION = 5.1)
windows xp
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