Skip to Main Content
 

Global Search Box

 
 
 
 

Files

File List


Burke.pdf (1.43 MB)

ETD Abstract Container

Abstract Header

A Case Study of Highly Effective Collaborative Teams

Burke, Jill Vincent
http://rave.ohiolink.edu/etdc/view?acc_num=ashland1407321599

Abstract Details

2014, Doctor of Education, Ashland University, College of Education.
The purpose of this qualitative case study was to provide an understanding of how collaborative teacher teams become successful and to discover the nuances that contribute both negatively and positively to their work. Evidence was collected from individual and focus group interviews of teachers and administrators from a large suburban high school in Ohio. Additional data sources included student demographic data, grant reports, and a collective efficacy survey completed by the school’s teachers. Themes from interviews showed several keys to implementing teacher collaborative teams: (a) teachers’ trust in the process, in the school administration, and in colleagues; (b) professional development; (c) time to meet face-to-face and build relationships among team members; (d) buy-in to the process, including open-mindedness and willingness to analyze and act on student performance data, and belief that the work will produce results; (e) teacher empowerment and teacher leadership; and (f) administrative support via long-term planning and research, consistency, and a clearly articulated vision. The results of the survey showed that the teachers in this school had a high level of collective efficacy. The stories of the teachers and administrators contained numerous examples of mastery experience, vicarious experience, and social persuasion, as described in the collective efficacy and professional learning community literature.
Carla Edlefson, PhD (Committee Chair)
Judy Alston, PhD (Committee Member)
Carol Engler, PhD (Committee Member)
Cathryn Chappell, EdD (Committee Member)
153 p.
Education; School Administration; Secondary Education
collaboration; teacher teams; collective efficacy; secondary student achievement; professional learning community

Recommended Citations

Citations

  • Burke, J. V. (2014). A Case Study of Highly Effective Collaborative Teams [Doctoral dissertation, Ashland University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1407321599

    APA Style (7th edition)

  • Burke, Jill. A Case Study of Highly Effective Collaborative Teams. 2014. Ashland University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ashland1407321599.

    MLA Style (8th edition)

  • Burke, Jill. "A Case Study of Highly Effective Collaborative Teams." Doctoral dissertation, Ashland University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1407321599

    Chicago Manual of Style (17th edition)

ashland1407321599
4,985
© 2014, all rights reserved.
This open access ETD is published by Ashland University and OhioLINK.