Interactions between teachers in a team teaching situation are evaluated. Findings indicate that there is considerable variation in the degree of collaboration achieved and in the extent of collegial influence. Additional comparisons between teacher collaboration and collaboration among other semi-professionals are called for. (Author/DB)

Historically, teachers have primarily worked alone in their classrooms, have served as deliverers of standardized and textual materials, and have been managed. Now, however, they are expected to work in teams, create active-learning curricula, and manage themselves. This paper examines a self-initiated team of K-6 grade teachers working in a…

Explored the professional knowledge that two teams of interdisciplinary teachers exchanged during their daily interactions using observation of team planning meetings, teacher interviews, and teachers' personal reflections. The following five types of mentoring among highly collaborative teachers emerged: collaborative, clerical, professional…

This report is an early release of a measurement instrument used in a longitudinal project Management Implications of Team Teaching (MITT), and is taken from a larger, technical Project MITT report, "Governance and Task Interdependence in Schools: First Report of a Longitudinal Study." The instrument, "task interdependence,"…