Action research investigation into teaming in one school district

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Action research investigation into teaming in one school district

Please use this identifier to cite or link to this item: http://hdl.handle.net/10355/4769

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dc.contributor.advisor Grogan, Margaret, 1952- en
dc.contributor.author Kindwall, Kristina, 1963- en_US
dc.date.accessioned 2010-01-12T18:42:11Z
dc.date.available 2010-01-12T18:42:11Z
dc.date.issued 2007 en_US
dc.date.submitted 2007 Fall en
dc.identifier.other KindwallK-121207-D8639 en_US
dc.identifier.uri http://hdl.handle.net/10355/4769
dc.description The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. en_US
dc.description Title from title screen of research.pdf file (viewed on February 14, 2008) en_US
dc.description Includes bibliographical references. en_US
dc.description Vita. en_US
dc.description Thesis (Ed. D.) University of Missouri-Columbia 2007. en_US
dc.description Dissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysis. en_US
dc.description.abstract Working as an insider in collaboration with other insiders, this participatory action research study, through two action research cycles of diagnosing, planning, taking action, and evaluating, explored the implementation of preK-12 vertical teaming in school district with a traditional culture. This study was guided by two research questions: (a) To what extent, if at all, have the preK-12 vertical teams understood the principles and characteristics of teaming?; and (b) What is the experience of the vertical teams in the organization learning to function from a radical transition during a top-down leadership to teaming? Cycle One was the implementation of district teaming focusing on district teaming structures and administrator professional development. Cycle Two was the implementation of preK-12 vertical teams led by teacher leaders and a new district evaluative team comprised of teacher leaders over the preK-12 vertical teams with a focus on teacher leader and team professional development. Data were analyzed through the context of sustained school district reform, culture, distributed leadership and teaming. Through embedded professional development and team experiences, participants valued teaming but had difficulty applying team processes without support due to extreme discomfort and distrust. Implications for this research document the difficulty of implementing teaming in traditional school district culture. en_US
dc.language.iso en_US en_US
dc.publisher University of Missouri--Columbia en_US
dc.relation.ispartof 2007 Freely available dissertations (MU) en_US
dc.subject vertical teams; vertical teaming. en_US
dc.subject vertical teams; vertical teaming en_US
dc.subject.lcsh Advanced placement programs (Education) en_US
dc.subject.lcsh Teaching teams en_US
dc.subject.lcsh Group work in education en_US
dc.title Action research investigation into teaming in one school district en_US
dc.type Thesis en_US
thesis.degree.discipline Educational leadership and policy analysis en_US
thesis.degree.grantor University of Missouri--Columbia en_US
thesis.degree.name Ed. D. en_US
thesis.degree.level Doctoral en_US
dc.identifier.merlin .b62016611 en_US
dc.identifier.oclc 192023631 en_US
dc.relation.ispartofcommunity University of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2007 Dissertations


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