Description
TitleInterdisciplinary middle school teams as professional learning communities
Date Created2016
Other Date2016-10 (degree)
Extent1 online resource (ix, 140 p. : ill.)
DescriptionInterdisciplinary teaming has been noted as a critical element of the middle school model associated with higher student achievement (Flowers, Mertens, & Mulhall, 1999; McEwin & Greene, 2011; Valentine, Clark, Hackmann, & Petzko, 2004). Yet, research on middle school teams’ use of common planning time suggests that the majority of meeting time is spent discussing student behavior/issues, discussing student learning problems/issues, and planning team activities with minimal time focused on matters of instructional improvement (Flowers & Mertens, 2013). Professional learning communities (PLCs) have been recognized in school reform literature for their potential to positively impact teaching and learning (Hord, 1997, 2008; DuFour & Eaker, 1998, DuFour, DuFour, Eaker, & Many, 2006, 2010; DuFour, DuFour, Eaker, Many, & Mattos, 2016; Hord & Tobia, 2012; McLaughlin & Talbert, 2001, 2006; Wells & Feun, 2013). However, limited research has specifically examined interdisciplinary middle school teams as PLCs. The purpose of this study was to explore and describe the extent to which two interdisciplinary middle school teams functioned as PLCs during the initial year of implementation and to identify factors that influenced their development.
NoteEd.D.
NoteIncludes bibliographical references
Noteby George Ellis Jackson, Jr.
Genretheses, ETD doctoral
Languageeng
CollectionGraduate School of Education Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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