The effects of interdisciplinary team size on student achievement, behavior, attendance, and student perceptions about community
Date of Award
Doctor of Education (Ded)
Dr. Jack McKay
Dr. Laura Schulte
Dr. Neal Topp
Dr. Larry Dlugosh
This study explored the impact of interdisciplinary team size on student achievement, behavior, attendance, and perceptions about community in an affluent Midwestern suburban middle school. Interdisciplinary teams were divided up in to three-, four- and five-teacher configurations. Data were gathered through the use of the district's School Information and Management System (SIMS) as well as the School Ethical Climate Index (SECI) (Schulte et al., 2002). The dependent variables were (a) academic achievement, (b) student behavior, (c) student attendance, and (d) student perceptions about community. Independent variables were the interdisciplinary team and grade level. All four research questions were answered using the two-way analysis of variance conducted at the .01 level to control for Type I errors. A total of 210 out of 213 students (98.6%) participated in the study.
Sutfin, James Vernon, "The effects of interdisciplinary team size on student achievement, behavior, attendance, and student perceptions about community" (2002). Student Work. 3411.
Files over 3MB may be slow to open. For best results, right-click and select "save as..."
A Dissertation Presented to the Faculty of the Graduate College at the University of Nebraska in Partial Fulfillment of Requirements for the Degree of Doctor of Education. Copyright 2002 Veronica A. Huerta