Negotiating a Workshop in Middle School Language Arts: A Case Study of Two Team Teachers

Abstract

This study, conducted during a school year in a middle school, explored the implementation of a workshop approach for teaching language arts by two middle level teachers who shared students on an interdisciplinary team. Using methods associated with long term field studies, researchers observed and interviewed two middle level teachers and their students. Issues of procedures, assessment, and empowerment emerged as major categories in data analysis embedded within the overall theme of negotiations. Implications for interdisciplinary teaming, for teacher development, and for student decision-making are discussed.