Middle school literature advocates interdisciplinary team organization as a structure that enhances student learning and teacher satisfaction. In an interdisciplinary team, teachers responsible for different content areas collaboratively plan the instructional program for a shared group of students. Yet, fewer than fifty percent of the nation's middle schools use an interdisciplinary team structure, and research indicates that teams are fragile and temporary. Few studies were found that described interdisciplinary team organization at the team or individual teacher level. The purpose of this case study is to describe the structure, dynamics, and outcomes of interdisciplinary teams of teachers in middle schools. The collection, analysis, and evaluation of data focused on four areas: (a) team structure including goals, roles, and leadership; (b) team dynamics ("teamness"), including collaboration, cohesion, and communication; (C) teacher affective outcomes of satisfaction, efficacy, and stress; and (d) teacher behavioral outcomes of curriculum and instruction and counseling and discipline. The researcher collected data from five sources of evidence including documents, structured interviews, key informant interviews, direct observation, and questionnaires. Two middle schools that were implementing interdisciplinary team organization for the first year were selected for the study. Their differences in demographics, teaming structure, and district/school history allowed for a basis of comparison and contrast. The data were organized and presented in four case studies of interdisciplinary teams and two cross-case analyses, providing a descriptive account of the experiences of teachers involved in an interdisciplinary team structure. The results of the study indicated that: Structural variables affected team planning. The level of teacher collaboration on teams was a developmental process. Teachers derived professional benefits and personal satisfaction from teaming and experienced a reduction of stress. Barriers of time and training impeded team effectiveness in the area of developing and implementing interdisciplinary curriculum. Further research on effective team practices is warranted, particularly on the effects of group process training and the developmental nature of team collaboration. In addition, further research is recommended on the effects of an interdisciplinary team structure on student learning outcomes and on teachers' day-to-day instructional practices in the classroom.

This qualitative study examined organizational change including the necessary steps that a large school district took in planning and implementing a reform effort. This project told a story of one school district's experience. The study covered a five year period from 1990 to 1995 in the 30,000 student Salem-Keizer School District of Salem, Oregon. The examination included a description of school board action in 1989 where a staff recommendation to reform middle schools and move sixth graders to middle schools with a seven-eight grade configuration was denied. The study then continued with an examination of the change process during which sixth graders were moved to middle schools, reforms were implemented, three new schools were opened and five schools were remodeled to accommodate the new programs. This reform, however, was not without problems. Those issues were discussed in the study. The retrospective part of the study reflected upon the project through the analysis of district documents and the results of nine field interviews of middle school principals using a set of seven questions designed to reveal the principals' perceptions of the process. The study then triangulated the results of the interviews by examining information from a focus group comprised of Salem-Keizer curriculum directors and staff development specialists who were asked the same seven questions. The study answered the questions: "Did the district do what the community asked it to do in creating middle schools that afford students a more effective educational program?" and "What are the implications for the district in undertaking a major reform effort?" Themes that emerged from the study included the following: organizational change is highly personalized; change should have a literature and research foundation; stakeholders must participate in the change process; communication must be consistent and must be "two way"; one person must be the individual in charge of the change; a change process requires vigilance, constant reevaluation and refinement; staff development is crucial in a change process; and if a district wants new thinking, then new people must help in organization change. / Graduation date: 1997