ABSTRACT Teachers working in isolation to overcome instructional challenges are left to their own devices, but teachers working together can benefit from others' perspectives. Teacher collaboration can increase communication and open doors to increased collective knowledge and rapport. Collaborative knowledge sharing and decision-making that focus on student achievement can go far in improving instructional learning. This action research focused on increasing collaboration among members of a middle school team of teachers.
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- Partial requirement for: Ed. D., Arizona State University, 2011Note typethesis
- Includes bibliographical references (p. 83-85)Note typebibliography
- Field of study: Leadership and innovation (Teaching)