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A case study of Gretna Middle School interdisciplinary teaching team
Abstract
The purpose of this study was to understand and describe visions of curriculum integration among middle school interdisciplinary teaching team teachers, and how the team members communicate with each other in achieving their goals. The researcher approached this case with a qualitative method since it allowed him to investigate the ongoing process closely by collecting perceptive data unobtainable by a quantitative method. Therefore, this study was necessarily descriptive to address the process, meaning, and understanding achieved by observing the team and interviewing the members. The informants of this case were four seventh grade interdisciplinary teaching team teachers and the school principal at Gretna middle school. The data were gathered by four means. They included: (1) observing team meetings, (2) interviewing team members, (3) obtaining artifacts, and (4) keeping field notes. The following questions were drawn for the study: (1) How does the interdisciplinary teaching team view curriculum integration as individuals and a team? (2) How do team members plan to integrate the curriculum? (3) What do individual team members contribute? (4) How do the various subject area teachers interact when they participate in joint planning and implementation? (5) What are team members' communication patterns? In conclusion, this study explored "changes" of the Gretna interdisciplinary teaching team. The changes include: (1) the change of school climate, (2) the change toward the curriculum, and (3) the change of the team characteristics. In addition, suggestions for the team and the school were included.
Subject Area
Curricula|Teaching|School administration|Teacher education
Recommended Citation
Hong, Young-ki, "A case study of Gretna Middle School interdisciplinary teaching team" (1995). ETD collection for University of Nebraska-Lincoln. AAI9611054.
https://digitalcommons.unl.edu/dissertations/AAI9611054