Date of Award
2004
Document Type
Dissertation
Degree Name
Fischler Graduate School of Education and Human Services
Department
Fischler Graduate School of Education and Human Services
Advisor
J. M. Bodi
Committee Member
James Davis
Committee Member
Maryellen Maher
Keywords
classroom proximity, classroom reassignment, collaboration, common planning time, Comprehensive Test of Basic Skills 5, educational facilities design, effective teams, grade point average, master school schedule, Middle Level Practices Questionnaire, middle school practices, middle schools, standardized tests, student achievement, teacher collaboration, teacher perceptions, teaching teams, team identity, team planning, team teaching, time allocation
Abstract
This applied dissertation was designed to increase the amount of team-planning time and classroom proximity provided to teaching teams at 1 middle school. The amount of time provided within the school day to each team for team planning was inadequate to meet the needs of effective teams. Additionally, teachers had been assigned to classrooms with little concern for team member proximity.
Student achievement as measured by the Comprehensive Test of Basic Skills 5, a nationally recognized standardized test, had shown a slight downward trend for 3 preceding years. The interventions were meant to address and correct this problem. Teachers completed the Middle Level Practices Questionnaire as a pre- and postintervention measure to gauge teacher perception of implementation levels of middle school structures known to affect student achievement.
The researcher developed a new master school schedule to provide each of 11 teaching teams significantly more common team-planning time. Thirty teachers’ classrooms were also reassigned so that a majority of a team’s teachers were located in the same area or hallway of the building to promote a greater sense of team identity for the students and teachers.
Comprehensive Test of Basic Skills 5 data did not demonstrate an increase in student achievement following the intervention. However, student grade point average did increase slightly. Teachers reported a higher level of implementation of model middle school practices following the intervention.