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Teacher Team Performance and Its Effect on the Academic Achievement of Students in Upper Elementary Classroom
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Teacher Team Performance and Its Effect on the Academic Achievement of Students in Upper Elementary Classroom
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Dissertation
Teacher Team Performance and Its Effect on the Academic Achievement of Students in Upper Elementary Classroom
2008
Overview
Today, students in all states are expected to meet state standards and to be on grade level by the school year 2013-2014 to fulfill the requirements of the No Child Left Behind Act. Student failures in reading and math on the CRCT created a major concern for the administration and teachers at a rural elementary school in Georgia. Following grade level meetings between teachers and administration, a decision was made to form teacher teams for the 2006-2007 school year in third, fourth, and fifth grades as a strategy to improve student achievement. This study surveyed those teachers’ views on the performance of the teacher teams and its effect on student achievement in the upper elementary grades. Ninety-three percent of the participants revealed that they felt their team was successful. The study concluded that teachers felt that the process of teaming was working well at the school, but the teachers felt their teams had not resulted in the level of increased student achievement as measured on the CRCT that they had desired.
Publisher
ProQuest Dissertations & Theses
Subject
ISBN
0355285460, 9780355285468
