TEACHER AND STUDENT PERCEPTIONS OF THE BENEFITS OF A TEAM
TEACHING PROGRAM AT MARSHALL MIDDLE SCHOOL
Team teaching is a collaborative method of curricular delivery in which two or more teachers are given joint responsibility for student instruction and learning (Hassler, 1994). Typically, the approach is associated with several features including an interdisciplinary curriculum development; staff development programs; expanded provision of services; parent training; the linkage of program objectives directly to performance goals; student academic and attitudinal objectives; faculty hiring goals; teacher mentoring; joint planning; strategies for resolving conflicts between teachers; strong support from principals and supervisors; and the use of supporting activities and programs (Hassler, 1994).
Research on the team teaching approach has shown that it can lead to student gains in reading (Alspaugh & Harting, 1997; Hassler, 1994; Sigurdson, 1982); problem-solving ability (Hough & St. Clair, 1995) degree of engagement in academic work, self-concept and school attendance (Spies, 1995). There is also some evidence that the team teaching approach can decrease disruptive behavior (Spies, 1995).
Moreover, the team teaching approach has been found to be associated with several positive effects of teachings. These effects include gains in teachers feelings of personal and collective competency (Parker, 1994) their sense of personal empowerment (Short, 1994) and improved relationships with students (Parker, 1994; Spies, 1995).
Based on the positive research findings for the team teaching approach, administrative efforts were enacted to utilize a team teaching approach at Marshal Middle School. This study is part of comprehensive evaluative procedures being enacted to determine the various effects of the team teaching program. Specifically, this study's research problem was to: a) investigate both teacher and student pe...