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dc.contributor.advisorGrogan, Margaret, 1952-en
dc.contributor.authorKindwall, Kristina, 1963-en_US
dc.date.issued2007en_US
dc.date.submitted2007 Fallen
dc.descriptionThe 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.descriptionTitle from title screen of research.pdf file (viewed on February 14, 2008)en_US
dc.descriptionIncludes bibliographical references.en_US
dc.descriptionVita.en_US
dc.descriptionThesis (Ed. D.) University of Missouri-Columbia 2007.en_US
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysis.en_US
dc.description.abstractWorking 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.identifier.merlin.b62016611en_US
dc.identifier.oclc192023631en_US
dc.identifier.otherKindwallK-121207-D8639en_US
dc.identifier.urihttp://hdl.handle.net/10355/4769
dc.publisherUniversity of Missouri--Columbiaen_US
dc.relation.ispartof2007 Freely available dissertations (MU)en_US
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2007 Dissertations
dc.subjectvertical teams; vertical teaming.en_US
dc.subjectvertical teams; vertical teamingen_US
dc.subject.lcshAdvanced placement programs (Education)en_US
dc.subject.lcshTeaching teamsen_US
dc.subject.lcshGroup work in educationen_US
dc.titleAction research investigation into teaming in one school districten_US
dc.typeThesisen_US
thesis.degree.disciplineEducational leadership and policy analysisen_US
thesis.degree.grantorUniversity of Missouri--Columbiaen_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameEd. D.en_US


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