In the wake of new teaching standards and evaluation systems introduced in the United States, teacher collaboration has emerged as a common theme. However, despite these recent changes, teaching is still largely a private act, in which teachers are often secluded from their colleagues. This study investigated the range and variation of the characteristics of teacher collaboration and their impact in a small, suburban school district in Westchester County, NY. These data were initially gathered through a survey and later through interviews and focus groups. The results were analyzed through a mixed methods lens, using both quantitative and qualitative approaches. This study found that district teachers have some of the structural and many of the interpersonal characteristics favorable to collaboration, the impact of which has led to a strong sense of efficacy and some instructional change. In terms of teacher groups, there was a positive association between the structural and interpersonal characteristics of teacher collaboration and a positive correlation between teacher collaboration and its impact on sense of efficacy and instructional change. It was concluded that the District should enhance the structural characteristics favorable to teacher collaboration in order to impact further instructional change.
|Advisor:||Ravitch, Sharon M.|
|Commitee:||O'Connell Rust, Frances, Waff, Diane R.|
|School:||University of Pennsylvania|
|Department:||Educational and Organizational Leadership|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 74/12(E), Dissertation Abstracts International|
|Subjects:||School administration, Teacher education|
|Keywords:||Characteristics, Collaboration, Impact, Micropolitics, Standards, Suburban, Teacher|
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