How Primary Teacher Teams Understand the Team Protocol in Ohio

Autor/in	Willoughby, Julie
Titel	How Primary Teacher Teams Understand the Team Protocol in Ohio
Quelle	(2016), (182 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Concordia University Chicago
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3398-0732-4
Schlagwörter	Hochschulschrift; Dissertation; Teamwork; Teacher Collaboration; Principals; Power Structure; Participative Decision Making; Qualitative Research; Case Studies; Observation; Teaching Methods; Journal Writing; Documentation; Content Analysis; Elementary School Teachers; Ohio + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerkooperation; Principal; Schulleiter; Qualitative Forschung; Case study; Fallstudie; Case Study; Beobachtung; Teaching method; Lehrmethode; Unterrichtsmethode; Zeitschriftenaufsatz; Dokumentation; Inhaltsanalyse; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Teacher teams can be more effective when protocols are used in their entirety; and because of this, use of and understanding Ohio's five-step process is important (Gallimore, Ermeling, Saunders & Goldenberg, 2009, Saunders, Goldenberg & Gallimore, 2009, and Schwaenberger & Ahearn, 2013). This study explored the understanding of teachers and their principal's interpretation of the designated five-step process in Ohio Teacher-Based Teams. The study also focused on how teacher teams establish shared classroom expectations, what these collective commitments look like during instruction, and how effectiveness of these commitments is determined. The theoretical framework of this study, Distributed Leadership Theory, focuses on shared leadership to get work accomplished. This qualitative case study was limited to a sample size of three Teacher-Based Teams and included twenty-four observed TBT meetings and six different observations of instructional strategies. A reflective journal, document review, debriefings, and member checks were used for data collection. Because of the complexity of analyzing this qualitative data, the focus was almost exclusively on the research questions and the theoretical framework (Lapelle, 2004). Findings culminated in a deeper understanding of how teachers and their principal understood the five-step process. Teachers in the study did not always follow the instructional strategy listed in the five-step process. This and other findings in the study suggest that principals need to understand the work and progress of Teacher-Based Teams and guide teachers through its use. Implications that could be considered by principals leading the work of Teacher-Based Teams are provided. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01