The Use of Interdisciplinary Teaming and its Influence on Student Self-Concept in Middle Schools

Author:

Stefanich Greg P.1,Wills Fred A.2,Buss Ray R.3

Affiliation:

1. University of Northern Iowa

2. Marshalltown Iowa Community School District

3. Arizona State University, West

Abstract

The present study examined the degree to which interdisciplinary teaming was implemented in middle schools and the resulting impact of interdisciplinary teaming on students' self-concepts. The degree of interdisciplinary teaming was measured by means of the stages-of-concern and level-of-use instruments that are components of the Concerns-Based Adoption Model (CBAM). Student self-concept was measured by the Piers-Harris Self-Concept Scale. Results showed that the majority of teachers and administrators in Iowa schools are at the early stages of usage of interdisciplinary team teaching. Approximately one-fifth of nonuser teachers use some elements of interdisciplinary team teaching. Students who attended middle schools with high levels of interdisciplinary teaming had higher self-concepts than students who attended middle schools with low levels of interdisciplinary teaming. Thus, interdisciplinary teaming appears to play a role in favorably mediating the self-concepts of middle school students.

Publisher

SAGE Publications

Subject

Life-span and Life-course Studies,Sociology and Political Science,Social Sciences (miscellaneous),Developmental and Educational Psychology

Reference42 articles.

Cited by 9 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. Theoretical Underpinnings of Cross-Curricular Collaboration: How and Why Would It Work in CLIL?;Professional Development of CLIL Teachers;2020

2. Identity Formation and Self-Development in Adolescence;Handbook of Adolescent Psychology;2009-10-30

3. Preparing School Leaders for School Improvement, Social Justice, and Community;Yearbook of the National Society for the Study of Education;2005-04-04

4. Interdisciplinary Collaboration Among Early Intervention Faculty Members;Journal of Early Intervention;2003-01

5. Section Five: Recasting the Development of School Leaders;Teachers College Record: The Voice of Scholarship in Education;2002-04-01

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