FACTORS RELATED TO THE SUCCESS AND FAILURE OF TEACHER ASSISTANCE TEAMS IN ELEMENTARY SCHOOLS.
AuthorGILMER, JAMES FREDERICK.
AdvisorChalfant, James C.
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractThe purpose of this study was to identify team development activities which occurred in public elementary schools during the implementation year of the Teacher Assistance Team (TAT) and determine if there were any significant differences between highly effective and less effective teams. The sample under study consisted of 42 elementary schools which were implementing the Teacher Assistance Team model during the 1983-84 school year. A questionnaire survey instrument was used to obtain information from the schools regarding team development activities. School staff were asked to respond to eight general areas thought to impact upon the adoption of the Teacher Assistance Team model in the school. These areas were level of service delivered, effectiveness of service delivered, personnel training, team membership, scheduling of meetings, principals' support strategies, technical assistance needs, and teacher reactions to the team process. Statistical analysis revealed the high and low service teams did not differ significantly in school enrollment, personnel trained, scheduling of team meetings, or 26 of the 27 support strategies employed by building principals. However, the analysis indicated significant differences between the high and low service levels. The high service teams operated for a larger proportion of the months possible; served a larger proportion of the student enrollment; and considered more cases per month and per team than did the low service teams. Additionally, the high service teams attempted to resolve a larger proportion of team development problems and actually resolved more problems than the low service teams. Building principals among the high service teams demonstrated more of a commitment to the team process by personally selecting team members and requiring that teachers experiencing learning or behavior problems in the classroom refer to the team for assistance. The results of this study hold implications for teachers and school administrators. Recommendations were developed enabling state and local educational agency personnel and building principals to increase the effectiveness of Teacher Assistance teams during the first year of the team's operation in the school. Future research is directed to address three outcomes of the team process. These are: referral and cost effectiveness; classroom intervention; and teacher satisfaction.
Degree ProgramSpecial Education