Direct and deliberate administrative support is needed to ensure the success of collaborative teaching at the secondary level. Teachers in some high schools may work closely with their colleagues, but in most high school settings teachers are more likely to work alone.
Get full access to this article
View all access options for this article.
References
1.
Greene, J.; V. Caracelli; and W. Graham. 1989. Toward a conceptual framework for mixed-method evaluation designs. Educational Evaluation and Policy Analysis11: 255%EN74-255%EN74.
2.
Hutchinson, S. A.1988. Education and grounded theory. In Qualitative research in education, edited by R. R. Sherman and R. B. Webb. New York: Falmer Press.
3.
Inger, M.1993. Teacher collaboration in urban secondary schools. ERIC/CUE Digest93-93. New York: ERIC Clearinghouse on Urban Education.
4.
Johnson, S. M.1990. Teachers at work: Achieving success in our schools. New York: Basic Books.
5.
Lehr, A. E. 1998. Factors in the high school setting that shape teachers' perspectives on professional collaboration. Doctoral dissertation, University of Illinois, Urbana.
6.
Little, J. W.1990. Teachers as colleagues. In Schools as collaborative cultures: Creating the future now, edited by A. Lieberman. New York: Falmer Press.
7.
McMillan, J. H., and S. Schumacher. 1993. Research in education: A conceptualintroduction. New York: HarperCollins.
8.
Owens, R. G.1982. Methodological rigor in naturalistic inquiry: Some issues and answers. Educational Administration Quarterly18: 1-21.
9.
Popkewitz, T. S., and S. Myrdal. 1991. Case studies of the Urban Mathematics Collaborative Project: A report to the Ford Foundation. Madison: University of Wisconsin-Madison.
10.
Rosenholtz, S. J.1985. Effective schools: Interpreting the evidence. American Journal of Education91: 360-366.
11.
Stern, D.; M. Raby; and C. Dayton. 1992. Career academies: Partnershipfor reconstructing American high schools. San Francisco, Calif.: Jossey-Bass.
