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1.
The present study examined the impact of teacher team composition on characteristics and attributes regarded as necessary for effective cooperative teaching. The study focused on potential differences between self-selected teacher teams and teams composed by the school administration. The central assumptions were that teachers working in self-selected teacher teams show more positive ratings of enjoyment, shared responsibility, job satisfaction and collective self-efficacy expectations than teachers who worked in institutionally composed teams. In order to investigate these hypotheses, an online survey was created. 321 language arts teachers participated in the survey. MANCOVA revealed significant differences in the dimensions ‘shared responsibility’ and ‘enjoyment with the co-teaching process’, where teachers from self-selected teaching teams showed significantly more positive ratings. These results support the assumption that self-selection of the team-mate is helpful for establishing compatible teaching teams, but does not necessarily lead to a higher quality of collaborative teaching.  相似文献   

2.
目前高校教学团队建设存在一些问题:团队带头人年龄偏大、行政化倾向明显;团队规模过大;建设经费一次性拨付。建议团队带头人的年龄一般不超过57岁,学校中、高层领导不担任教学团队负责人;团队规模原则上不超过15人;建设经费分期拨付,以保证教学团队建设的实效性。  相似文献   

3.
While teams are common in business school classrooms, scholars note that few instructors provide teamwork-related instruction. The consequent negative experiences may explain the reported cynicism about teamwork among students. This article reports findings from a study that examined the link between a teaching strategy designed to help students function more effectively in teams and its impact on student perceptions of their ability to work collaboratively with others and on their perceptions of their team's effectiveness. The study found evidence to suggest that a teaching strategy designed to help students reach the multiple stages of team development such as high levels of at-stakeness and transparency positively impacts their perceptions and that these stages effectively mediate the link between the strategy and key outcomes.  相似文献   

4.
In the current research, we introduce the team CARE model for supporting team development during post-secondary education. Team CARE is part of a larger suite of assessments at itpmetrics.com. Team CARE is a free, online, survey-based assessment that allows team members to rate their team’s health and functioning in four key categories (communicate, adapt, relate and educate), as well as provide written feedback about the team’s functioning to add nuance and supplemental context to the numeric scores. Team members completing the assessment receive a report documenting their team’s scores on the variables measured. We report on data from student learning teams suggesting that the variables in the team CARE model are reliable, and that they are correlated with team performance outcomes. Students’ perceptions of the tool were also examined, and the findings suggest that team CARE is perceived to be valuable, useful and easy to use. Recommendations for practice are detailed, including sample assessment schedules for teams with differing life spans. Implications for future research and implementation are discussed.  相似文献   

5.
本文以虚拟教学团队的概念与输入（input）-过程（process）一输出（output）的模型为研究工具，分析了中央广播电视大学共享《光伏技术与应用概论》课程虚拟教学团队的运行模式，探讨了教学团队的目标设计、实施过程和团队效能之间的关系。  相似文献   

6.
One prominent approach in the exploration of the variations in project team performance has been to study two components of the aggregate personalities of the team members: conscientiousness and agreeableness. A second line of research, known as self-categorisation theory, argues that identifying as team members and the team's performance norms should substantially influence the team's performance. This paper explores the influence of both these perspectives in university software engineering project teams. Eighty students worked to complete a piece of software in small project teams during 2007 or 2008. To reduce limitations in statistical analysis, Monte Carlo simulation techniques were employed to extrapolate from the results of the original sample to a larger simulated sample (2043 cases, within 319 teams). The results emphasise the importance of taking into account personality (particularly conscientiousness), and both team identification and the team's norm of performance, in order to cultivate higher levels of performance in student software engineering project teams.  相似文献   

7.
Teacher team involvement is considered a key factor in achieving sustainable innovation in higher education. This requires engaging in team learning behaviors that should result in new knowledge and solutions. However, university teachers are not used to discussing their work practices with one another and tend to neglect any innovation in their tasks. Team leadership behavior is often considered essential for stimulating team learning behavior, but it is unclear how this transpires. Therefore, the present study explores university teacher team members’ perceptions of team learning behavior, their assigned task, and leadership behaviors in their team. Interviews were conducted with 16 members of different teacher teams at a university of applied sciences. Findings included that the vast majority of the team learning behaviors only involved sharing ideas; engaging in constructive conflicts and co-constructions was not observed. Only a few teams combined all three team learning behaviors. In these teams, members observed that existing methods and solutions were no longer adequate, with leaders appearing to combine transformational and transactional behaviors, but operating from a distance without actively interfering in the process. Furthermore, these team members shared leadership behaviors while focusing on the team as a whole, instead of solving problems at individual level. This strongly indicates that task perception and specific vertical and shared team leadership behaviors play a role in stimulating teachers in seeking controversy and co-constructing new knowledge.  相似文献   

8.
Team psychological safety is critical to team learning. When a team feels safe to talk about difficult issues and each team member feels comfortable to express feelings and ideas, the team continuously learns and improves its performance. Amy Edmondson identified team psychological safety in 1999 as a key to high-performance teams, and Google confirmed this in an internal research project in 2015. A lot has been written about team psychological safety, but very few research or experiences demonstrate how to increase the level of psychological safety in a team. The author has measured psychological safety in a team before and after a series of action learning sessions. The results are very encouraging: action learning increases the average level of psychological safety in the team and reduces the dispersion in team members’ evaluation of team psychological safety. A test was made to verify if the mere dynamic of team members participating in a facilitated workshop would have the same impact on the level of psychological safety, but this was not the case. It can therefore be concluded that action learning has a significant impact on team psychological safety and helps a team move toward high-performance.  相似文献   

9.
This study investigated why and how principals selected members for their instructional leadership team (ILT) and how this selection criteria and process may have impacted team members’ understandings of, and behaviors on, the team. Qualitative methods, specifically interviews and observations, were used to explore team members’ perceptions regarding the team’s purpose, function, and selection criteria as well as how these perceptions seemed to impact team members’ behaviors. Data were collected for a period of 8 months during the 2011–2012 school year from ILT in four, in-district charter schools. Results suggest that principals had difficulty articulating their teams’ purposes and functions, with the latter remaining primarily informational or consultative; members were not given decision-making authority. Additionally, when selecting team members, principals prioritized broad representation of teacher groups over other criteria. This focus on role representation above expertise, coupled with teachers’ tendencies to embrace traditional professional norms, limited ILT members’ abilities to effectively work together to lead instructional reform.  相似文献   

10.
We combined quantitative and qualitative methods to investigate perceptions of school personnel participating in school-based problem-solving teams or student assistant teams (SATs). The primary questions asked whether differences in perception about SATs existed based on the role one played in the process (SAT coordinator, SAT member, or teacher) and/or school level (elementary, junior high, or senior high). Areas under investigation included potential problem areas, satisfaction, reasons for not referring students to the team, factors contributing to effectiveness, and suggested modifications. Results indicated that differences in perceptions related to these areas existed based on role and level; factors contributing to differences were identified. Possible explanations for these differences are discussed, and implications for local school districts are presented.  相似文献   

11.
There is general agreement that teachers matter the most when it comes to student learning. However, there is an unquestionable need for educators to understand what constitutes effective teaching in K-12 classrooms. This research studied Chinese high school (N = 359) teachers’ perceptions of effective teaching using an international theoretical framework as guidance. Basic statistics described Chinese teachers’ perceptions on different domains of the teaching effectiveness framework. Statistically, significant results were found when comparing subject matter, gender, teaching experience, school type, award, academic rank and leadership. Furthermore, Chinese and American teachers’ perceptions on effectiveness were compared and contrasted. This study revealed that some findings were rooted in Confucian cultural tradition while others related to China’s current educational reform. Implications, recommendations and limitations are discussed.  相似文献   

12.
As universities seek to provide cost-effective, cross-cultural experiences using global virtual (GV) teams, the ‘soft’ communication skills typical of all teams, increases in importance for GV teams. Students need to be taught how to navigate through cultural issues and virtual tool issues to build strong trusting relationships with distant team members. Weekly team meetings provide an excellent opportunity to observe key team interactions that facilitate relationship and trust-building among team members. This study observed the weekly team meetings of engineering students attending two US universities and one Asian university as they collaborated as a single GV capstone GV team. In addition local team members were interviewed individually and collectively throughout the project to determine strategies that facilitated team relations and trust. Findings indicate the importance of student choice of virtual communication tools, the refining of communication practices, and specific actions to build trusting relationships. As student developed these attributes, collaboration and success was experienced on this GV team.  相似文献   

13.
This paper presents evidence from a unique reform model that allowed teachers and other educators in a large urban district to collaborate with one another in the development of an innovation meant to improve student ownership and responsibility. In this longitudinal case study, we describe school stakeholders’ learning about the design, the process of knowledge-transfer to school teams, and how school teams shared their ongoing learning with one another. School implementation teams were initially reluctant to share their learning with one another. By engaging in a shared innovation development process with structures for routine sharing, over time, implementation team members were increasingly interested in sharing their learning with one another. We discuss the implications for school improvement efforts.  相似文献   

14.
Surveys were administered to members of approximately 400 school-based teams participating in a statewide initiative promoting intervention-based assessment. Team members provided information about their teams' demographic characteristics, communication, leadership, and decision-making processes. Results were analyzed in terms of team features and characteristics as well as relationships between these features and several outcomes, including school faculty/staff perceptions of the acceptability of teams; ratings of school support for, and teams' mastery of, the consultative intervention-planning process; number of “traditional” multifactored evaluations conducted in the school; and actual student goal attainment. Significant relationships were found between structural and procedural aspects of team functioning and a number of these outcomes but not with student goal attainment. Results are discussed in terms of future research directions.  相似文献   

15.
As teams have become fundamental parts of today’s organisations, the need for these teams to function and learn efficiently and effectively is widely emphasised. Also in military contexts team learning is vital. The current article examines team learning behaviour in military teams as it aims to cross-validate a team learning model that was originally developed and tested in an educational context. This team learning model includes several socio-cognitive factors that precede, constitute, and result from team learning behaviour. Findings based on path analyses indicate that psychological safety, social cohesion and group potency are positively related to team learning behaviour in military teams. In addition, team learning behaviour does not only foster the construction of mutually shared cognition and transactive memory systems, but also relates positively to the effectiveness of military teams.  相似文献   

16.
Observations and student perceptions are recognised as important tools for examining teaching behaviour, but little is known about whether both perspectives share similar construct representations and how both perspectives link with student academic outcomes. The present study compared the construct representation of preservice teachers’ teaching behaviour as perceived by trained teacher observers and students. It also examined the predictive power of both measures of teaching behaviour for student academic engagement. The theoretical framework of teaching behaviour used in this study is based on evidence-based research derived from empirical teacher effectiveness research. The study was part of a national project that included 2164 students and 108 teachers in The Netherlands. Results suggest that, although observations and student perceptions of teaching behaviour shared similar theoretical considerations, the construct representations seemed to differ to some extent. Furthermore, although both perspectives are significant predictors of student academic engagement, student perceptions appeared to be more predictive of their perceived academic engagement than observations. Implications for research on learning environments and teacher education are discussed.  相似文献   

17.
In South Africa Education White Paper 6 introduced the establishment of Institutional-Level Support Teams (ILST) at school level to support the learning and teaching process by identifying and addressing learner, teacher and institutional needs. The core priority of these teams is to implement properly co-ordinated learner and teacher support services. This paper therefore explores the effectiveness of the ILSTs in providing support services at Full-Service Schools (FSS). In this article the Rubin, Plovnick and Fry's GRPI model of team effectiveness (1977) was used to explore the effectiveness of the ILSTs in selected schools. By means of focus group interviews, data was generated from two strata, namely ILST members and district officials working directly with FSS. The study was a case study within a qualitative research design. Data was analysed using an inductive analytical framework and a group interpretive data analysis method. The results indicate some efficacy of support provision, but with numerous challenges regarding attention to the desired results, agreement on the standards and expectations, misunderstanding of the boundaries in which ILSTs operate, individual and shared responsibilities, conflict resolution, and effective methods for dealing with conflict.  相似文献   

18.
Current discussions in higher education and alumni training acknowledge the challenges training programs face in responding to the authentic needs of the labor market. In addition to academic knowledge, higher education institutions are expected to provide general twenty-first-century skills, such as problem-solving, critical thinking, collaboration, and interpersonal skills. To meet these challenges, many institutions utilize collaborative pedagogies such as learning in teams. However, teamwork in higher education tends to focus primarily on the task aspects of performance at the expense of the team aspects, and for educators, there may be no feasible way to assess whether the students are learning to work successfully as teams. This paper explores how new student teams (n?=?3) that simulate real business teams by taking a challenging entrepreneur assessment, developed over three semesters for general skills (i.e., communication), and whether the improvement in their communication also indicated the teams’ improved performance (i.e., financial success). As an analytical tool, the study relies on initial parameters on teams’ microdynamics of communication [Losada, M. (1999). The complex dynamics of high performance teams. Mathematical and Computer Modelling, 30, 179–192] normalized with fuzzy logic. In accordance with the current understanding of team development, the results did not show any linear improvement, but the quality of communication in the teams improved episodically. Further, the results provide evidence of the possible relationship between the improved quality of communication and the teams’ collective financial success. However, in future work, due to the lack of sensitivity of the parameters in this context together with the recent criticisms of the mathematical basis of the patterns of team dynamics based on Losada's parameters, they will be reexamined with a Monte Carlo sensitivity analysis.  相似文献   

19.
合作学习是指学生在小组或团队中为了完成共同的学术任务，有明确责任分工的互助性学习。一般来说，合作学习的基本特征有：积极的相互依赖，责任，面对面的相互促进，关注社交的技巧和小队运作的技巧；合作学习的实施过程包括：形成异质学习小队，呈现活动内容，小队讨论与实践，评估个体学生的掌握程度，计算小队提高分并确认小队的贡献；有效的合作学习需要一定环境(特别是物理环境、组织环境和指导环境)的支持。  相似文献   

20.
Recent studies have indicated that the ‘sophomore slump’ (dissatisfaction and disengagement of second year students in the US) may also be observed in other countries, including the UK. However, no studies have reported on the effects of support interventions on student perceptions. This study used the DREEM-S survey, a modification of the validated Dundee Ready Educational Environment Measure, to monitor changes in student perceptions of their educational environment over a three-year period for 690 students in a large UK faculty. While the initial survey detected decreased satisfaction in all areas of their educational environment amongst second-year students, the follow-up study, after the introduction of additional support resources, no longer showed this decrease. Other changes in student perception, notably increased stress and tiredness reported by first-year students, were also observed during this time period. Other areas of concern, particularly the factual content of programmes and the ability of students to memorise all that they need, were identified as issues to be addressed. While this study may indicate the effectiveness of introducing on-line support resources to help students adapt to the increased requirements of second-year study, further studies are needed to determine whether the ‘second-year slump’ is as persistent a feature of UK higher education as it is in the US. This study highlights the value of educational environment surveys in identifying areas of educational practice that would benefit from closer attention, as well as the changes in student perceptions across and between years.  相似文献   

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