Relevant bibliographies by topics / Teams of teachers

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teams of teachers'

Author: Grafiati
Published: 28 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Teams of teachers"

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Sun, Min, Susanna Loeb, and Jason A. Grissom. "Building Teacher Teams." Educational Evaluation and Policy Analysis 39, no. 1 (September 20, 2016): 104–25. http://dx.doi.org/10.3102/0162373716665698.

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Student peer effects are well documented; however, we know far less about peer effects among teachers. We hypothesize that a relatively effective teacher can positively affect the performance of his or her peers, whereas a relatively ineffective teacher may negatively affect the performance of other teachers with whom he or she works closely. Utilizing a decade of data on teacher transfers between schools that result in changes of peers when transfer teachers enter grade-level team in the new school, we find evidence of strong positive spillover effects associated with the introduction of peers who are more effective than the incumbent teacher himself or herself. However, the incumbent teacher’s students are not meaningfully disadvantaged by the entry of relatively ineffective peers. This finding provides initial evidence that mixing teachers with diverse performance levels can increase student achievement in the aggregate. These results are robust to several student sorting and teacher selection issues.
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Carroll, Tom. "The Next Generation of Learning Teams." Phi Delta Kappan 91, no. 2 (October 2009): 8–13. http://dx.doi.org/10.1177/003172170909100203.

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Cross-generational learning teams that bring together novice teachers with veteran teachers would address problems at both ends of the teacher pipeline — and benefit student learning at the same time.
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Suranto, Suranto. "Gerakan Guru Menulis Buku Melalui Pelatihan Online dengan Microsoft Teams bagi Guru Se Kota Salatiga." J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) 4, no. 2 (October 22, 2020): 109. http://dx.doi.org/10.30734/j-abdipamas.v4i2.1290.

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The recent problems of teacher, among other, is the productivity of writing a book. There are many obstacles that teacher faces, among them, mostly, are the lack of motivation and the lack of knowledge of writing a book. The purposes of this service are: 1) to increase teacher’s motivation for writing a book, 2) to increase teacher’s skill in making a book from a research outcome, 3) to increase teacher’s skill in writing a lesson book and an enrichment book, 4) to increase teacher’s skill in writing a fiction book, 6) to increase teacher’s knowledge of publishing a book. The participants are teachers from all educational levels in Salatiga City amounted to 117 teachers. The method of activity implemented was a Microsoft Teams-aided online training. The training activity included web meeting, discussion, consultation, and assistance for 1 month. The service activity is able to motivate the teachers to write a book based on the right principles of writing a book and to produce a book in accordance with the necessity of the school where the teachers teach.
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Liu, Shih-Hsiung, and Hsien-Chang Tsai. "Teachers’ Experiences of Collaborating in School Teaching Teams." Asian Social Science 13, no. 2 (January 19, 2017): 159. http://dx.doi.org/10.5539/ass.v13n2p159.

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Teachers in numerous countries worldwide often confront education reforms in their career, in which, collaborating is considered a feasible approach to changing teachers’ traditional teaching philosophy. This study aims to examine Taiwanese teachers’ experiences of collaborating in school teaching teams. We invited six teachers from different schools for an interview. Afterward, we conducted two sessions of focus-group interviews with 18 participants from various roles in teaching teams as well as various geographical areas. The findings show that information exchanges of education works, uncoordinated processes of collaboration, and discussions not involving pedagogical knowledge are the general experiences on participating in the teaching teams. Certain barriers to teacher collaborations are from inadequate focuses during team discussions and a lack of curriculum leadership. Through experience-sharing, the participants considered that a focus on student learning during discussions and examples of practices for curriculum leadership were the key aspects for successful experiences in teacher collaborations.
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Bouwmans, Machiel, Piety Runhaar, Renate Wesselink, and Martin Mulder. "Leadership ambidexterity: Key to stimulating team learning through team-oriented HRM? An explorative study among teacher teams in VET colleges." Educational Management Administration & Leadership 47, no. 5 (January 10, 2018): 694–711. http://dx.doi.org/10.1177/1741143217751078.

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In vocational education and training (VET) colleges worldwide, teacher teams work on innovations to improve their educational quality. To foster this process, teams benefit from team-oriented human resource management (HRM) aimed at stimulating teachers’ team learning. This qualitative study explores in-depth how team leaders enact team-oriented human resource practices and how this affects teachers’ perceptions of these practices and their engagement in team learning. Interviews with four team leaders and group interviews with 11 teachers from these four teams were conducted in one VET college in the Netherlands. The results showed that team leaders were both controlling and stimulating in their enactment. To foster team learning, it appears not just necessary that team leaders’ enactment and teachers’ perceptions of this enactment should be aligned, but that team leaders’ enactment also should be geared towards the team’s needs. This study therefore shows team leaders’ crucial role in the effective implementation of team-oriented HRM in VET colleges.
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Namsone, Dace, Līga Čakāne, and Dina Sarceviča - Kalviške. "TEACHER TEAMS AND SCHOOLS BECOME LEADERS TO DISSEMINATE INNOVATIVE PRACTICE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2016): 208. http://dx.doi.org/10.17770/sie2016vol2.1393.

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We will introduce a study about teachers taking part in networking for personal development and becoming teacher leaders. In 2011 a multilevel national joint collaboration network of schools with innovative experience was created to foster dissemination of new teaching and learning experiences among teachers. In order to organize learning for teachers, a lesson based collaborative continuous teacher professional learning model was implemented. The research shows that conducting and analyzing lessons has helped participants become more competent professionals and develop skills that are crucial for a good leader. Categories characterizing teacher leaders and lead schools were identified. Factors that facilitate or limit teachers or schools to become leaders are discussed.
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Lenkauskaitė, Jurgita. "SOCIAL CONSTRUCTION OF KNOWLEDGE IN FUTURE TEACHERS IN PROBLEM-BASED LEARNING TEAMS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 25, 2018): 317–27. http://dx.doi.org/10.17770/sie2018vol1.3272.

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The transformation in teacher training today is a widely analysed issue in the field of higher education. The search for educational strategies allowing to develop competences important to a future teacher, to be constantly learning, to be able to collaborate in a team, to analyse and solve authentic problems, to construct one’s knowledge is gaining bigger and bigger relevance. It has been noticed that problem-based learning is one of attractive strategies responding to many challenges that higher education studies of today are facing. The aim of the present research is to reveal the opportunities and experiences of social construction of knowledge in future teachers in problem-based learning teams. The problem question is how do future teachers socially construct knowledge in problem-based learning teams? The methods of the analysis of scientific literature and interview have been used. Using the method of the analysis of scientific literature, the importance of social construction of knowledge in teacher training and opportunities for activity of future teachers in terms of knowledge construction in problem-based learning teams have been revealed. Interview with future teachers has highlighted students’ various experiences in problem-based learning teams. There future teachers were learning to critically evaluate their own and their colleagues’ ideas from various aspects. The development of the abilities to analyse and solve authentic problem-based situations the teachers will face in future every day has been emphasized. The dynamics of teamwork manifesting itself in problem-based learning has allowed future teachers to reflect on the progress of their knowing how to learn and share.
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Hansen, Blake D., Paul Caldarella, Leslie Williams, and Howard P. Wills. "Managing Student Behavior in Dual Immersion Classrooms: A Study of Class-Wide Function-Related Intervention Teams." Behavior Modification 41, no. 5 (March 20, 2017): 626–46. http://dx.doi.org/10.1177/0145445517698418.

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Classroom management in dual immersion classrooms includes unique challenges. The teacher must instruct and correct in the L2 language, in which students are beginning learners, and effective classroom management strategies appropriate to the L2 context. Class-Wide Function-Related Intervention Teams (CW-FIT) is a positive classroom management program that teaches social skills and uses group contingencies to improve behavior. The present study examined the ability of French immersion teachers to implement CW-FIT in the L2, including the effects of CW-FIT on teacher praise and reprimand rates and as well as on students’ classroom behavior. Social validity was also assessed. A single-subject multiple baseline design with embedded reversals was used to evaluate impact in second-, third-, and fourth-grade dual immersion classrooms. Results indicated that dual immersion teachers were able to implement CW-FIT in L2 with fidelity. The intervention significantly increased teacher praise and improved classroom on-task behavior. Changes in teacher reprimand rates were inconsistent. Students and teachers reported CW-FIT to be socially valid.
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AMAROLI, Nadia, Giorgio AUDRITO, and Luigi LAURA. "Fostering Informatics Education through Teams Olympiad." Olympiads in Informatics 12 (May 15, 2018): 133–46. http://dx.doi.org/10.15388/ioi.2018.11.

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Even though the International Olympiad in Informatics directly involves a restricted number of pupils from each country, one of its primary goals is stimulating interest in computer science and information technology over the whole younger segment of the world’ s population. In several countries, this aim has to be accomplished without an active intervention of the Ministry of Education on school programs, relying on the efforts of small devoted organizations. In this context, promoting the involvement of a large number of school teachers may be as crucial as difficult to achieve. Following a 9-year experience of teams competitions in Italy, recently shared with other European countries, we argue that teams Olympiad may be an effective tool for widening the participation of high-school students and teachers, synergistically cooperating with existing individual competitions. On the one hand, teams contests foster peer education, encouraging talented students to help training fellows. On the other hand, these competitions can be more appealing both for average students, valuing group membership more than personal accomplishments, and most importantly, teachers: team achievements are more recognizably linked with the overall school or teacher performance than solitary excellences, resulting in increased returns rewarding the involved subjects.
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Olugbade, Damola, and Oluwakemi Olurinola. "Teachers’ Perception of the Use of Microsoft Teams for Remote Learning in Southwestern Nigerian Schools." African Journal of Teacher Education 10, no. 1 (June 25, 2021): 265–81. http://dx.doi.org/10.21083/ajote.v10i1.6645.

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The outbreak of COVID-19 pandemic has required schools in Nigeria to embrace remote learning using technology solutions, in this case, Microsoft Teams, to effectively engage students. This study, therefore, aimed to reveal teachers’ perception of the use of Microsoft Teams for remote learning. The descriptive survey research design was adopted. The participants in the study were 51 teachers who were randomly selected using convenient sampling technique. E-questionnaire was used in the collection of data. Descriptive statistics of frequency counts, simple percentages, mean and standard deviations were used to analyze the data. Results revealed that teachers’ perception of effectiveness of Microsoft Teams for assignment and grading, for teacher and student interaction, and for classroom organisation was very good. The result obtained revealed that Microsoft Teams was effective in addressing some of the major challenges encountered by teachers during remote learning which includes students being often on other websites and poor student engagement. It was concluded that Microsoft Teams was effective for smooth interaction between teacher and students. Its use enhanced classroom organization and consequently facilitated teaching and learning process. The study encourages wider adoption of the application by schools.
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Dissertations / Theses on the topic "Teams of teachers"

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Jacobs, Elfean Randall. "Teachers' perceptions whether school management teams contribute towards teacher leadership in primary schools." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/6823.

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Teachers in South African schools are one of the most valuable role players in the execution and implementation of curricular and co-curricular activities. They perform almost every formal and informal task in their daily work to ensure the effectiveness of our schools. Teacher leadership, a relatively new leadership in South African education, which is embedded in a distributed leadership theory, places the emphasis of leadership not only on the principal and the school management team (SMT) but can be located to a wide range of people who work effectively to improve the organisation. The purpose of this study was to determine Post Level (PL) 1 teachers' perceptions of whether the SMT contributes towards teacher leadership in the school. In this case study, through purposive sampling, the researcher made use of one school in a case where a total of 19 teachers participated in the study. The researcher used one instrument to collect data on the PL 1 teachers' perceptions. A set of questionnaires was distributed to elicit responses from PL 1 teachers and the result was analysed by means of themes. Evidence revealed that teachers are not aware of the existence of the new model of teacher leadership. However, findings also revealed that some teachers are ready to perform as leaders. These findings can influence leadership practices, collaboration, improvements in the school, motivation, and job satisfaction, as well as learner performance.
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Langmuir, David Allan. "Making sense of teacher collaboration : a case study of two teachers’ engagement in clinical supervision." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34574.pdf.

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Raynham, Catherine Louise. "School Management Teams' motivation of teachers in inclusive classrooms." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60975.

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Despite numerous studies into inclusive education in schools, little is known about how school management teams motivate and support teachers who teach in inclusive private schools in Johannesburg, South African. How the School Management Teams motivate teachers who teach learners whose behaviour and or educational needs differ from the norm, is explored in this case study. Two private primary schools were involved in the research. The two schools consist of learners from; diverse family, cultural, racial and religious backgrounds, varied socio-economic backgrounds with different academic abilities and needs. The case study generated data through semi-structured interviews with 10 participants which consisted of both School Management Teams and teachers. The main research question focuses on what is being done to support and motivate teachers who work with children who have varying and at times challenging needs in one classroom. This is further explored through research into what intervention strategies are being used at the case study sites. The data generated links to motivational strategies and is discussed in relation to two specific avenues of motivation based on Herzberg's Motivation theory. The factors explored are those that influence teacher motivation and those that are necessary for job satisfaction. The study discusses possibilities for further research with practical recommendations that may be implemented at other schools to help the teachers and effectively promote teacher motivation and efficiency.
Dissertation (MEd)--University of Pretoria, 2016.
Education Management and Policy Studies
MEd
Unrestricted
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Marshall, Esther. "Identity, Power, and Conflict in Preschool Teaching Teams." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6714.

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Despite the common occurrence of teaming in preschool classrooms, very little research has explored the experiences of teachers working in such a context. Due to a high turnover of preschool teachers and a recent change in the educational requirements of lead teachers in Head Start, it is anticipated that the number of young and inexperienced lead teachers is likely to increase. The purpose of this case study research is to illuminate the teaming relationships between young, recently qualified lead teachers and their assistants working together within one classroom. Over the course of a school year, interviews and observations were conducted of two Head Start teaching teams. Five major themes were revealed through data analysis: understanding of roles; organization of work; use and resistance of power; development and management of conflict; and support from within and outside the team. Analysis across the findings of both cases showed that identity and power played a central role in team functioning. The teachers' identities, perceived threats to their identities, and their understanding of the power differential played a significant role in the way the teams organized their work, the way the teachers viewed their roles within the team, and the conflict and support they experienced. Conclusions of the study are discussed through the lens of identity process theory and elements of Bourdieu's theory of power and practice. Implications for teacher professional development and the need for increased institutional support for teaming in preschool is presented.
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Fiedler, Barbara Casson Smith Paula J. "Characteristics of school-based assistance teams." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9227167.

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Thesis (Ed. D.)--Illinois State University,
Title from title page screen, viewed Dissertation Committee: Paula J. Smith (chair), Mack L. Bowen, E. Paula Crawley, Kenneth H. Strand. Includes bibliographical references (leaves 83-86) and abstract. Also available in print.
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Tsai, Jui-min. "Team teaching and teachers' professional learning case studies of collaboration between foreign and Taiwanese English teachers in Taiwanese elementary schools /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1186669636.

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Juck, Matthew Anthony. "Exploring how coteaching impacted beginning science teachers' agency." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 2.66 Mb., 181 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:1435858.

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Kaiser, Lauren T. "The effect of instructional consultation teams on teachers' reported instructional practices." College Park, Md.: University of Maryland, 2007. http://hdl.handle.net/1903/7701.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.
Thesis research directed by: Dept. of Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Grogg, Kathryn Rogers. "Preservice Teacher Perspectives on Prereferral Intervention and Student Support Teams." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/cps_diss/33.

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This qualitative inquiry evaluated the Student Support Team Project and its effects on preservice teachers’ knowledge and perceptions of prereferral intervention and student support teams. This investigation is important because prereferral intervention and student support teams have been used increasingly to provide assistance to teachers and to students who need assistance with academic, social and emotional problems. This has created a need to provide preservice education that helps to prepare teachers to use these resources to help their students. This investigation demonstrated a specific approach to such instruction for preservice teachers (i.e., the Student Support Team Project), including an evaluation to determine changes in perceptions and knowledge that resulted during and after participation in this project. Participants were preservice teachers enrolled in an alternative teacher certification program. The research design was qualitative. Data collection included semi-structured interviews, written reflections from the preservice teachers, input from key informants, field notes and research team reflective journals. The collection and analysis of data were done recursively and used constant comparative methods. Analysis of the data revealed three main categories: Knowledge, Knowledge Needed, and Project Feedback. Knowledge reflected the participants’ understanding of student support teams and their implementation and included the following themes: Knowledge about Data Collection, Knowledge about Intervention, Knowledge about Student Support Teams, and Generalization of Knowledge. Knowledge Needed reflected the knowledge participants needed to understand and work effectively with these teams, including the following themes: Knowledge Needed about Data Collection, Knowledge Needed about Intervention, Knowledge Needed about Student Support Teams, and Other Knowledge Needed. Project Feedback included perceived strengths and weaknesses of the Student Support Team Project, including the following themes: Project Helpful, Project Struggles, and Project Suggestions. One key finding was how preservice teachers’ understanding of student support teams evolved from vague ideas about teams, to increasingly specific case-focused ideas, and finally, to generalized understandings. Findings are discussed in relationship to the literature on prereferral intervention and teacher development. Implications for preservice teacher education are discussed. Future research is also suggested.
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Craven, Hollace Hamaker. "The relationship of peer coaching to the frequency of use of effective instructional behaviors in inservice teachers in three selected junior high schools." Gainesville, FL, 1989. http://www.archive.org/details/relationshipofpe00crav.

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Books on the topic "Teams of teachers"

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L, Grady Marilyn, and National Association of Elementary School Principals (U.S.), eds. From difficult teachers-- to dynamic teams. Thousand Oaks, Calif: Corwin Press, 2009.

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Teambuilding with teachers. London: Kogan Page, 1995.

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Harry, Daniels, and Norwich Brahm, eds. Teacher support teams in primary and secondary schools. London: D. Fulton Publishers, 1997.

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Peery, Angela B. The data teams experience: A guide for effective meetings. Englewood, Colo: Lead + Learn Press, 2011.

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Willerman, Marvin. Teachers helping teachers: Peer observation and assistance. New York, NY: Praeger, 1991.

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A, Ermeling Bradley, ed. Learning teams: Manual. Glenview, IL: Pearson Achievement Solutions, 2007.

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Association, National Middle School, ed. The team process in the middle school: A handbook for teachers. 2nd ed. Columbus, Ohio: National Middle School Association, 1986.

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Team building for school change: Equipping teachers for new roles. New York: Teachers College Press, 1993.

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author, Cleary Yvonne, and Slattery Darina M. author, eds. Virtual teams in higher education: A handbook for students and teachers. Charlotte, NC: Information Age Publishing, Inc., 2016.

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Meece, Judith. Improving student motivation: A guide for teachers and school improvement teams. Washington, D.C: Educational Resources Information Center, 1997.

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Book chapters on the topic "Teams of teachers"

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Postholm, May Britt. "Teachers’ learning in reflecting teams." In Dimensions and Emerging Themes in Teaching Practicum, 99–116. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781351209885-8.

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Gardner, Grant E., Colleen Karl, Miriam Ferzli, Damian Shea, David Haase, and Judy B. Day. "The Bennett’s Millpond Environmental Learning Project: Place-Based Education with Student-Teacher Research Teams." In Educating Science Teachers for Sustainability, 255–74. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-16411-3_14.

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Bakah, Marie A. B. "Tracing Teachers’ Professional Growth from Updating Polytechnic Courses in Design Teams." In Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning, 285–304. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20062-6_16.

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Prestridge, Sarah, and Katherine Main. "Teachers as Drivers of Their Professional Learning Through Design Teams, Communities, and Networks." In Handbook of Comparative Studies on Community Colleges and Global Counterparts, 1–15. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-53803-7_29-1.

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Prestridge, Sarah, and Katherine Main. "Teachers as Drivers of Their Professional Learning Through Design Teams, Communities, and Networks." In Handbook of Comparative Studies on Community Colleges and Global Counterparts, 1–15. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-53803-7_29-2.

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Prestridge, Sarah, and Katherine Main. "Teachers as Drivers of Their Professional Learning Through Design Teams, Communities, and Networks." In Springer International Handbooks of Education, 433–47. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-71054-9_29.

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van Woerkom, Marianne. "Team Coaching in Teacher Teams." In Supporting Workplace Learning, 165–81. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9109-3_10.

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Bradbeer, Chris. "The Enactment of Teacher Collaboration in Innovative Learning Environments: A Case Study of Spatial and Pedagogical Structuration." In Teacher Transition into Innovative Learning Environments, 47–60. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_5.

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AbstractImplicit within the design of many Innovative Learning Environments (ILEs) in New Zealand primary schools is the intention of a group of co-located teachers working together with an ‘up-scaled’ community of students. To some these socio-spatial settings are suggestive of pedagogical and spatial freedom, of high levels of professional and student agency, and a transformation away from routines established in previous traditional classroom environments. The shift into ILEs may therefore encourage possibilities for novel approaches, the utilisation of individual strengths and opportunities for teachers to determine together how facets of learning, time and space are organised. However, the level of structure required by teams to successfully and collaboratively achieve this presents as a complex, and time-consuming task, with teachers often finding themselves in a space between practicality and potential. This paper draws on observational and interview data from one primary school ILE—part of a wider case study of teacher collaboration in six New Zealand schools. It considers the role of pedagogical and organisational structures alongside levels of autonomy experienced by teachers on adapting to new spaces. The findings indicate that while the occupation and ongoing inhabitation of Innovative Learning Environments may well present opportunities for teachers, tensions may be felt between predominating or created structures, and aspired or idealised practice.
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Monkevičienė, Ona, and Alvyra Galkienė. "Theoretical and Methodological Validation of the Action Research: Methodology of the Scientific Study." In Inclusive Learning and Educational Equity, 59–69. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_3.

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AbstractThis chapter presents the theoretical and methodological substantiation of the action research, which was used by collaborating research teams from Poland, Lithuania, Finland and Austria for the study “Improving Inclusive Education Through Universal Design for Learning”. The chapter discusses different sociocultural contexts in the participating countries and what led to the research question, which asks “How does the implementation of universal design for learning enrich the practice of inclusive education in different educational contexts”. This question was looked at in terms of its relevance to the four above-mentioned countries. It can be argued that the action research is favourable for the development of theory and that inclusive education can be changed and reflected by it. The types of action research chosen by the research teams are discussed, those being collaborative, and critical participatory. The cycles of action research and their goals are also presented. Seeking to substantiate the choices of research teams regarding the process and methods of action research, this chapter elaborates on the aspects of action research organisation that are interpreted differently by the researchers: Can the action research be conducted only by the researcher–teachers or can it be carried out by teachers in cooperation with researchers? Is it possible to use a combination of qualitative and quantitative research? The problem with quality and validity of action research is discussed.
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Johnson, Brad, and Hal Bowman. "Teaching Is a Team Effort!" In Dear Teacher, 52–53. New York, NY: Routledge, 2021. | Identifiers: LCCN 2020043269 (print) | LCCN 2020043270 (ebook) | ISBN 9780367645809 (hardback) | ISBN 9780367622213 (paperback) | ISBN 9781003125280 (ebook): Routledge, 2021. http://dx.doi.org/10.4324/9781003125280-41.

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Conference papers on the topic "Teams of teachers"

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Malashenkova, V. L. "On Some Problems Of Preschool Teachers Work In Professional Teams." In II International Conference on Economic and Social Trends for Sustainability of Modern Society. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.09.02.144.

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Friesel, Anna. "Experiences With International Project Teams Working With Robot Design." In ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59180.

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This paper summarizes the activities, contents and overall outcomes of our experiences with international project teams working with different engineering projects, in particular the Interdisciplinary Project on fourth semester (TVP4E). The TVP4E course combines the theory and practical design of small autonomous robots. The theoretical part includes mathematical modeling, system dynamics, control theory, digital and analogue electronics, and microprocessors. The practical project is to design an autonomous robot performing two tasks: compulsory task decided by the teachers and the free task decided by students. The success of this particular fourth semester project inspired us to start other international project semesters. Globalization makes it necessary to cooperate on an international platform. A great contributor to globalization is the student mobility program within the EU, like the Socrates-Erasmus program. At the Copenhagen University College of Engineering we have more then 50 active Socrates-Erasmus agreements. Beside that we have bilateral agreements with many non-European countries. Usually the exchange students come to us after 2–3 years of studying in their home countries. Their prerequisites are in most cases the basics of mathematics and physics, but there is very big variety in their practical skills, like electronics and programming. Some of them do not have much experience in working with projects. The challenge of supervising the international teams is to motivate the students with different prerequisites to study the theory and work together with other students from very different cultures with a practical engineering project. In conclusion we describe the benefits from this program to all of us: students, teachers and the universities.
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Mian, Ahsan, Margaret Pinnell, Leanne Petry, Raghavan Srinivasan, Suzanne Franco, and Melissa Taylor. "Summer Research and Collaborative Professional Development Experience for NSF RET Teachers in Advanced Manufacturing and Materials." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-66141.

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The current collaborative National Science Foundation Research Experience for Teachers (NSF-RET) site placed seventeen in-service and pre-service teachers with research mentors at one of the three regional universities WSU, CSU, and UD to work on engineering research projects. These research projects were chosen in such a way so that they were relevant to regional strengths in advanced manufacturing and materials. In addition to research, the RET teachers participated in various professional development (PD) activities such as “boot camp” facilitated by ASM Materials Education Foundation prior to the start of their research experience, field trips, seminars given by guest speakers and group work that produced K-12 curriculum related to the teams’ research experience. The teacher groups also presented the developed STEM curriculum and the final laboratory project results, and provided regular guided reflections regarding their efforts during the six-week program. This paper presents a brief overview of the collaborative RET project and details the achievement during the first project year. Emphasis is given to the collaborative PD activities of all seventeen teachers and the research projects performed by the two WSU RET groups comprised of four in-service and two pre-service teachers.
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Lewis, Benjamin, Jonah Leary, Cynthia Dickman, Walter Petroski, Victoria Bellows, Abbie Morneault, Amanda Bucher, Diondra Copeland, Ahsan Mian, and Raghavan Srinivasan. "The NSF REU/RET Research on Energy Absorbing 3D Printed Polymer Structures." In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-70787.

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Energy absorption capability of structures with embedded pores depends upon the amount of voids present and their configurations/distributions. In this study, the energy absorption of acrylonitrile butadiene styrene (ABS) and polylactic acid (PLA) structures with varying pore shapes and sizes are investigated. The research was performed by two teams comprised of High School/Middle School teachers and undergraduate students as part of National Science Foundation (NSF) sponsored Research Experience for Teacher (RET)/Research Experience for Undergraduates (REU) teams. ABS samples were fabricated by Team 1 and utilized cubic unit cells with octahedral pores while Team 2 fabricated PLA samples that utilized unit cells with spherical pores. Eight sets of samples with dimensions 25mm × 25mm × 20mm were fabricated using a Makerbot Replicator 2X for ABS samples and a Lulzbot TAZ 5 for PLA samples. Each sample incorporated a 5 × 5 × 4 array of pores. All the samples were tested in compression and energy absorption per unit material volume of all the samples up to a particular maximum load was calculated from load-deflection curves. It is observed that the specific energy absorption of PLA and ABS porous structures greatly increases with increased porosity.
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Yan, Wei, Jainabee L.S. Md. Kassim, Mohd Izham HJ Mohd Hamzah, and Jamil Bin Ahmad. "Supervision Practices between School Management Teams and Teachers in Public Secondary Schools in He Fei, China." In 2013 International Conference on Education, Management and Social Science. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icemss.2013.13.

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Yan, Wei, Jainabee L.S. Md. Kassim, Mohd Izham HJ Mohd Hamzah, and Jamil Bin Ahmad. "Supervision Practices between School Management Teams and Teachers in Public Secondary Schools in Kuala Lumpur, Malaysia." In 2013 International Conference on Education, Management and Social Science. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icemss.2013.14.

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Kgothule, Rantsie, June Palmer, Gregg Alexander, and Edwin De Klerk. "TRANSFORMATIVE LEADERSHIP IN MULTICULTURAL SCHOOLING CONTEXTS: A CRITICAL REFLECTION OF IN-SERVICE TEACHERS’ PRACTICES AND SCHOOL MANAGERS’ ROLES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end131.

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In exercising their power and authority, School Management Teams (SMTs) should engage in transformative leadership which commences with interrogations regarding social justice, democracy and social responsibility. According to Freire’s philosophy of education it is further expected of SMT members to support and shape the belief that autonomy is a condition arising from the responsible engagement with decision-making; that we are ‘unfinished’ in our development as human beings; and that we are responsible for the development of a critical consciousness as a necessary condition of freedom and the creation of democratic and equitable learning spaces. In a transformative leadership context, authority must inform all critical practices of pedagogical intervention and goal setting should support in-service teacher’s autonomy, self-worth and develop their potential and the level of intrinsic motivation to flourish in inclusive school settings. This paper reports on a qualitative pilot study conducted with SMT members and teachers in the Northern Cape Province of South Africa to gain their insights regarding their roles as leaders in devising mechanisms to invest in radical democratic principles and the promotion of inclusive school practices. The key findings indicate that the SMT’s role require that they interrogate their frame of reference and transform their thinking in terms of social justice in multicultural school settings and create opportunities for in-service teachers to develop professionally and use digital technology creatively to enhance teaching and learning. As a force for transformation, we conclude that transformative leadership may be a catalyst to engage school leaders and teachers in individual and combined processes of awareness of inclusive practices and action.
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Randall Spaid, M., Sumitra Himangshu, and Stuart Fleischer. "Preservice Teachers Learning Science Inquiry: eMentors Using Web 2.0 Learning Tools to Foster Student Inquiry." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3303.

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In this descriptive study, the authors examined the online interactions of 45 teams of American International Schools (AIS) middle school students conducting science fair investigations with their distance mentors. Forty-five preservice teachers in a methods of teaching science college course served as “eMentors” using Blackboard™ and the 2.0 Learning Tools (wiki and blog) as their individually assigned teams planned their projects, shared outcomes of their experiments, and analyzed their data. eMentoring, as defined for this project, is the use of “computer conferencing systems to support a mentoring relationship when a face-to-face relationship would be impractical" (O'Neill, Wagner, & Gomez, 1996, p. 39). The Near East South Asia Virtual Science Fair (NVSF) was designed to implement a science fair that encompasses hundreds of students, distance mentors, judges and teachers from eighteen American International Schools crossing geographic and geopolitical zones. Recognizing that today’s middle schoolers are growing up in a dynamic digital environment, students easily master the technologies of chat, instant messaging, blogs, and a “virtual” science fair using Internet technologies and digital tools.
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Planells-Artigot, Enrique, and Arturo Ortigosa-Blanch. "Do it for the group: Developing digital competencies with Global Virtual Teams." In INNODOCT 2020. Valencia: Editorial Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inn2020.2020.11885.

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The EU established a framework of digital competencies for citizens aimed at improving their skills in a professional environment. Bearing that in mind, this study observes the implementation of some of the competencies within an academic cross-cultural project. Through the organisation of a Global Virtual Team activity, two Higher Education Institutions, one in Spain and the other one in Belgium, carried out a monitored activity with identical learning objectives in which students had to organise a trip to the partner city. Teachers divided the students (n=127; 72 in Spain and 55 in Belgium) in groups and each group was paired with another one in the partner institutions. The purpose was to support each other in the best manner to reach the goal of preparing the trip for their own peers following some clear-cut requirements. The activity proved to be satisfactory in several areas, demonstrating the convenience of organising Global Virtual Teams as part of the study plan of a course. Previous literature has shown the advantages of putting these activities into practice, as they also facilitate learning required skills within a professional context and allow the creation of international projects without leaving their own institution. Likewise, students in both institutions expressed their satisfaction with the results and performance through the many obstacles encountered. At the same time, this study sheds new light on the importance of monitoring carefully the progress of students and strengthening academic and personal links.
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Alves, Anabela C., Ana C. Pereira, Celina P. Leão, Sandra Fernandes, and Andre F. Uebe-Mansur. "The Use of Blogs in a Project-Based Learning Context for First-Year Engineering Students’ Teams." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23768.

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Abstract The Integrated Project of Industrial Engineering and Management 1 (IPIEM1) is a curricular unit of the first year developed in the first semester of the Integrated Masters degree of Industrial Engineering and Management (IEM11) – University of Minho, Portugal. In the 2019’s 1st semester and in the IPIEM1 previous versions, Project-Based Learning (PBL) was usually adopted as a learning methodology. In this pedagogical development context, freshman students develop a project integrating all five courses related to this current semester. To undertake this project, the students work in large teams that comprise nine to ten members. Throughout the semester, each team must accomplish the project phases and tasks. To communicate their progress and results developed during the semester, each team designed a blog. In the IPIEM1 previous editions of PBL of this year in this program, the weblog (blog) digital technology was also adopted, but it was never assessed. Thus, this paper has two main objectives: 1) to evaluate the importance of the blog for the teams; 2) to discuss teams’ engagement during its development, knowing that it would be a part of the assessment method. The survey results revealed that the teams considered the blog useful to keep an update record of the project progress and to stimulate the writing and reflection about project contents. Furthermore, some of teachers’ and students’ considerations showed the need for providing more training and experience in the development of blogs.
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Reports on the topic "Teams of teachers"

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Wachen, John, Steven McGee, Don Yanek, and Valerie Curry. Coaching Teachers of Exploring Computer Science: A Report on Four Years of Implementation. The Learning Partnership, January 2021. http://dx.doi.org/10.51420/report.2021.1.

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In this technical report, we examine the implementation of a coaching model for teachers of the Exploring Computer Science course in Chicago Public Schools over a period of four academic years (from 2016-2017 to 2019-2020). We first provide a description of the coaching model and how it evolved over time. Next, we present findings from a descriptive analysis of data collected through logs of coaching interactions and surveys of ECS teacher coaches during the 2019-2020 school year. Coaching logs and survey data were also collected during the 2018-2019 school year and, where appropriate, we compare results across years. We then discuss the products that were produced by the coaching team to support the implementation of the model. Finally, we provide an overview of next steps for the coaching team in the 2020-2021 school year and beyond.
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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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Henrick, Erin, Steven McGee, Lucia Dettori, Troy Williams, Andrew Rasmussen, Don Yanek, Ronald Greenberg, and Dale Reed. Research-Practice Partnership Strategies to Conduct and Use Research to Inform Practice. The Learning Partnership, April 2021. http://dx.doi.org/10.51420/conf.2021.3.

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This study examines the collaborative processes the Chicago Alliance for Equity in Computer Science (CAFÉCS) uses to conduct and use research. The CAFÉCS RPP is a partnership between Chicago Public Schools (CPS), Loyola University Chicago, The Learning Partnership, DePaul University, and University of Illinois at Chicago. Data used in this analysis comes from three years of evaluation data, and includes an analysis of team documents, meeting observations, and interviews with 25 members of the CAFÉCS RPP team. The analysis examines how three problems are being investigated by the partnership: 1) student failure rate in an introductory computer science course, 2) teachers’ limited use of discussion techniques in an introductory computer science class, and 3) computer science teacher retention. Results from the analysis indicate that the RPP engages in a formalized problem-solving cycle. The problem-solving cycle includes the following steps: First, the Office of Computer Science (OCS) identifies a problem. Next, the CAFÉCS team brainstorms and prioritizes hypotheses to test. Next, data analysis clarifies the problem and the research findings are shared and interpreted by the entire team. Finally, the findings are used to inform OCS improvement strategies and next steps for the CAFÉCS research agenda. There are slight variations in the problem-solving cycle, depending on the stage of understanding of the problem, which has implications for the mode of research (e.g hypothesis testing, research and design, continuous improvement, or evaluation).
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Armas, Elvira, and Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.

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Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, educational leaders, coaches, and others to conduct focused classroom observations for three potential purposes: research/evaluation, professional development, and coaching. In this article the authors introduce the OPAL’s research base, describe how to use the OPAL tool, and provide examples of the applied use of the OPAL to support professional learning and evaluate a three-year school reform effort.
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Bonilla-Mejía, Leonardo, and Erika Londoño-Ortega. Geographic Isolation and Learning in Rural Schools. Banco de la República, August 2021. http://dx.doi.org/10.32468/be.1169.

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Rural schools are usually behind in terms of learning, and part of this could be related to geographical isolation. We explore this hypothesis, assessing the effect of distance between rural schools and local governments on learning in Colombia. We use spatial discontinuous regression models based on detailed administrative records from the education system and granular geographic information. Results indicate that distance to towns and Secretary of Education has significant negative effects on students’ standardized test scores. We evaluated alternative mechanisms, finding that the effect of distance is partly explained by differences in critical educational inputs, such as teachers’ education attainment and contract stability. Finally, we assess the mediating role of a program providing monetary incentives to teachers and principals in remote areas.
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Baloch, Imdad, Tom Kaye, Saalim Koomar, and Chris McBurnie. Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0026.

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The COVID-19 pandemic has resulted in mass school closures across the world. It is expected that the closures in low- and -middle-income countries (LMICs) will have long-term negative consequences on education and also on broader development outcomes. Countries face a number of obstacles to effectively delivering alternative forms of education. Obstacles include limited experience in facing such challenges, limited teacher digital and pedagogical capacity, and infrastructure constraints related to power and connectivity. Furthermore, inequalities in learning outcomes are expected to widen within LMICs due to the challenges of implementing alternative modes of education in remote, rural or marginalised communities. It is expected that the most marginalised children will feel the most substantial negative impacts on their learning outcomes. Educational technology (EdTech) has been identified as a possible solution to address the acute impact of school closures through its potential to provide distance education. In this light, the DFID Pakistan team requested the EdTech Hub develop a topic brief exploring the use of EdTech to support distance learning in Pakistan. Specifically, the team requested the brief explore ways to provide distance education to children in remote rural areas and urban slums. The DFID team also requested that the EdTech Hub explore the different needs of those who have previously been to school in comparison to those who have never enrolled, with reference to EdTech solutions. In order to address these questions, this brief begins with an overview of the Pakistan education landscape. The second section of the brief explores how four modes of alternative education — TV, interactive radio instruction, mobile phones and online learning — can be used to provide alternative education to marginalised groups in Pakistan. Multimodal distance-learning approaches offer the best means of providing education to heterogeneous, hard-to-reach groups. Identifying various tools that can be deployed to meet the needs of specific population segments is an important part of developing a robust distance-learning approach. With this in mind, this section highlights examples of tools that could be used in Pakistan to support a multimodal approach that reaches the most hard-to-reach learners. The third and final section synthesises the article’s findings, presenting recommendations to inform Pakistan’s COVID-19 education response.<br> <br> This topic brief is available on Google Docs.
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Powerful Learning with Computational Thinking: Our Why, What, and How of Computational Thinking. Digital Promise, March 2021. http://dx.doi.org/10.51388/20.500.12265/115.

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The Powerful Learning with Computational Thinking report explains how the Digital Promise team works with districts, schools, and teachers to make computational thinking ideas more concrete to practitioners for teaching, design, and assessment. We describe three powerful ways of using computers that integrate well with academic subject matter and align to our goals for students: (1) collecting, analyzing, and communicating data; (2) automating procedures and processes; and (3) using models to understand systems. We also explore our four main commitments to computational thinking at Digital Promise: PreK-8 Integration; Commitment from District Leadership; Inclusive Participation of Students Historically Marginalized From Computing; and Participatory and Iterative Design.
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