Publication Cover
RMLE Online
Research in Middle Level Education
Volume 30, 2006 - Issue 1
279
Views
3
CrossRef citations to date
0
Altmetric
Original Articles

“It’s Hard Answering Your Calling”: Teacher Teams in a Restructuring Urban Middle School

, Ph.D., , Ph.D. &
Pages 1-22 | Published online: 25 Aug 2015

References

  • Brighouse, H. (2000). School choice and social justice. New York: Oxford University Press.
  • Carnegie Council on Adolescent Development. (1989). Turning points: Preparing American youth for the 21st century. New York: Carnegie Corporation.
  • Conley, S., Fauske, J., & Pounder, D. G. (2004). Teacher work group effectiveness. Educational Administration Quarterly, 40, 663–703.
  • Crow, G. M., & Pounder, D. G. (2000). Interdisciplinary teacher teams: Context, design, and process. Educational Administration Quarterly, 36, 216–254.
  • Darling-Hammond, L., & Sykes, G. (Eds.). (1999). Teaching as the learning profession: Handbook of policy and practice. San Francisco: Jossey-Bass.
  • Denzin, N. K. (1997). Interpretive ethnography: Ethnographic practices for the 21st century. Thousand Oaks, CA: Sage Publications.
  • Ehman, L. H. (1995). Interdisciplinary teacher teams: A first year’s experience in a restructuring middle school ( Rep. No. SP 036 408). San Francisco, CA: Annual Meeting of the American Educational Research Association. ( ERIC Document Reproduction Service No. ED390845)
  • Erb, T. (Ed.). (2001). This we believe—And now we must act. Westerville, OH: National Middle School Association.
  • Erb, T. O., & Stevenson, C. (1998). Requisites for curricular reform. From faith to facts: Turning Points in action. Middle School Journal, 30(2), 68–71.
  • Erb, T. O., & Stevenson, C. (1999a). From faith to facts: Turning Points in action—What difference does teaming make? Middle School Journal, 30(3), 47–50.
  • Erb, T. O., & Stevenson, C. (1999b). Fostering growth inducing environment for student success. From faith to facts: Turning Points in action. Middle School Journal, 30(4), 63–67.
  • Geiser, K., & Berman, P. (2000). Building implementation capacity for continuous improvement. Emeryville, CA: Research Policy Practice International.
  • Glaser, B. S., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. New York: Aldine.
  • Gunn, J. H., & King, M. B. (2003). Trouble in paradise: Power, conflict, and community in an interdisciplinary teaching team. Urban Education, 38(2), 178–195.
  • Gutmann, A. (1989). Democratic education. Princeton: Princeton University Press.
  • Hackman, J. R. (1990). Groups that work (and those that don’t): Creating conditions for effective teamwork. San Francisco: Jossey-Bass.
  • Hackman, J. R., & Oldham, G. R. (1980). Work redesign. Reading, MA: Addison-Wesley.
  • Hackmann, D. G., Petzko, V. N., Valentine, J. W., Clark, D. C., Nori, J. R., & Lucas, S. E. (2002). Beyond interdisciplinary teaming: Findings and implications of the NASSP National Middle Level Study [Electronic version]. NASSP Bulletin, 86(632), 33–47.
  • Holland, N. E. (2002). Small schools making big changes: The importance of professional communities in school reform ( Rep. No. RC 024 091). Chicago: Consortium on Chicago School Research. ( ERIC Document Reproduction Service No. ED477413)
  • Howe, K. R. (1997). Understanding equal educational opportunity: Social justice, democracy, and schooling. New York: Teachers College Press.
  • Improving America’s Schools Act of 1994. Pub. L. 103-382. 103rd Congress.
  • Jackson, A. W., & Davis, G. A. (2000). Turning Points 2000: Educating adolescents in the 21st century. NY: Carnegie Corporation.
  • King, M. B. (2002). Professional development to promote schoolwide inquiry. Teaching and Teacher Education, 18, 243–257.
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: University of Cambridge Press.
  • LeCompte, M. D., & Schensul, J. J. (Eds.). (1997). Designing and conducting ethnographic research. Walnut Creek, CA: Altamira Press.
  • Lee, V. E., & Smith, J. B. (1996). Collective responsibility for learning and its effects on gains in academic achievement. American Journal of Education, 104, 103–147.
  • Lesko, N. (1994). Back to the future: Middle schools and the Turning Points report. Theory into Practice, 33(3), 143–148.
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage Publications.
  • Lipman, P. (1998). Race, class, and power in school restructuring. Albany: State University of New York Press.
  • Lipman, P. (2004). High stakes education: Inequality, globalization, and urban school reform. New York: Routledge Falmer.
  • McLaughlin, M. W., & Talburt, J. E. (2001). Professional communities and the work of high school teaching. Chicago: University of Chicago Press.
  • Mertens, S. B., & Flowers, N. (2003). Middle school practices improve student achievement in high poverty schools. Middle School Journal, 35(1), 33–43.
  • National Middle School Association. (1995). This we believe: Developmentally responsive middle level schools. Columbus, OH: Author.
  • National Middle School Association. (1996). Research summary: Exemplary middle schools. Retrieved July 30, 2005, from http://www.nmsa.org/Research/ResearchSummaries/Summary4/tabid/256/Default.aspx
  • No Child Left Behind Act of 2001. Pub. L. 107-110. 107th Congress.
  • Petzko, V. N. (2002). Teachers in middle level schools: Implications and recommendations from a national study ( Rep. No. SP 041 712). Chattanooga, TN: Mid South Educational Research Association. ( ERIC Document Reproduction Service No. ED479483)
  • Picucci, A. C., Brownson, A., Kahlert, R., & Sobel, A. (2002). Driven to succeed: High-performing, high-poverty, turnaround middle schools. Volume I: Cross-case analysis of high-performing, high-poverty, turnaround middle schools ( Rep. No. UD 035 515). Austin, TX: University of Texas at Austin. ( ERIC Document Reproduction Service No. ED476107)
  • Popkewitz, T. S., & Brennan, M. (1998). Foucault’s challenge: Discourse, knowledge, and power in education. New York: Teachers College Press.
  • Pounder, D. G. (1999). Teacher teams: Exploring job characteristics and work-related outcomes of work group enhancement. Educational Administration Quarterly, 35, 317–348.
  • Resnick, L. B., & Hall, M. W. (1998). Learning organizations for sustainable educational reform. Daedalus, 127(4), 89–118.
  • Spradley, J. P. (1979). The ethnographic interview. New York: Holt, Rinehart, and Winston.
  • Spradley, J. P. (1980). Participant observation. Fort Worth, TX: Holt, Rinehart, and Winston.
  • Stevenson, C., & Erb, T. O. (1998). How implementing Turning Points improves student outcomes. From faith to facts: Turning Points in action. Middle School Journal, 30(1), 49–52.
  • Supovitz, J. A. (2002). Developing communities of instructional practice [Electronic version]. Teachers College Record, 104, 1591–1626.
  • Tonso, K. L., & Colombo, M. (2006). Parental choice and the decision to decharter an urban, black, middle school. Journal of School Choice, 1(1), 85–118.
  • Trimble, S. B., & Peterson, G. W. (1999). Beyond the process of teaming: Administrative support, classroom practices, and student learning ( Rep. No. EA 030 235). Montreal, Canada: Annual Meeting of the American Educational Research Association. ( ERIC Document Reproduction Service No. ED438601).
  • Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.
  • Williamson, R., & Johnston, J. H. (1999). Challenging orthodoxy: An emerging agenda for middle level reform. Middle School Journal, 30(4), 1–17.
  • Young, I. M. (1990). Justice and the politics of difference. Princeton: Princeton University Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.