Teacher Support Teams have recently been established at all schools within the Republic of South Africa. Their success, however, has been mixed and some have ceased to function at all. It has therefore been the purpose of this research project to evaluate the current status of implementation at a sample of schools within one circuit of the Ilembe district within the KwaZulu Natal Department of Education. This study therefore reports on the degree of success experienced by schools in the operation of Teacher Support Teams as they have grappled with the harsh realities of the communities that they serve. Many problems and obstacles serve to impede their progress and it is the intention of this study to learn from these experiences. In so doing, one is in a position to provide added and valued support to such schools. Lastly, the research aims to assess whether there are significant differences between the experiences and the nature of interventions between primary and secondary schools. A survey methodology was conducted that utilised a standardised questionnaire and thereafter, a semi-structured interview. Both quantitative and qualitative data provided an insight into the issues confronting Teacher Support Teams, and thereby allowed for recommendations to follow that could assist in future advocacy programmes. A critique of current theoretical frameworks is provided, followed by a more pragmatic approach that is suggested as an alternative to better suit the context of South African schools. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2005.

The purpose of this study was to investigate the team-taught United States history programs in six Indiana schools. The research was designed to obtain information that would apply to the following seven hypotheses:1. When team teaching is used, there will be evidence of joint-planning to implement instruction.2. Team teaching will result in technical aids being used fifty per cent of the time.3. Team teaching will restructure the course content upon the use of multi-texts and supplementary printed materials.4. Team teaching will utilize student groups that vary in size depending upon the learning activities.5. Team teaching will involve the utilization of special teacher skills as teachers perform their tasks in large group presentations, small group work and independent study.6. Team teaching will result in students who express a positive attitude toward the class activities.7. Team teaching will emphasize the mastery of basic study skills.The sample consisted of team-taught United States history programs found in six Indiana schools. Data was collected from five principals, twelve teachers and eight hundred and twenty-one students.One method used to collect data, consisted of interviewing the principals, teachers, and selected students. In addition to the interviews, the teachers checked a questionnaire, and all of the students marked an opinionnaire. The responses were classified according to the various hypotheses.A summarization of the findings in light of the responses follows:1. Team teaching did not assure that co-operative planning would occur either with other teachers or students.2. Team teachers did not use any of the technical aids fifty per cent of the time, but both teachers and students mentioned the use of technical aids during the interviews. The two aids most frequently used were the 16mm and overhead projectors.3. Team teaching did not assure that instruction would be changed from one that is textbook-centered in content.4. Student group size did vary in each school; however, the change in the number of students in the groups did not alter the teacher-centered instruction.5. Though team teaching advocates often state that teacher capability will be better utilized, there was no evidence that any school was making an effort to determine the most capable person for the tasks to be executed.6. The students did express a positive attitude toward most of the team program, particularly the small group activity.7. There was evidence of emphasis upon skill mastery in only one school, and in this school the activities were the result of teacher-assigned reports.Among the conclusions drawn from the study the writer states that team teaching, as practiced in the schools in the study, did not result in co-operative planning by students and teachers, student involvement in learning activities, student-centered instruction, or study skills being emphasized. Students did have a positive attitude toward the small group activities, and team teachers and students frequently mentioned the use of technical aids-especially the 16mm projector. The teams that seemed to function most smoothly were the ones in which the teachers had time for extensive planning prior to the actual beginning of the school year. Finally, the ability of teachers to work together with other teachers loomed highly significant to the apparent success of the team-taught program.

Thesis (Ed. D.)--University of Toronto, 2005. / Includes bibliographical references (leaves 119-124).

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1972. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Consultant). Includes bibliographical references (p. 75-77).

Thesis (Ph.D.)--University of Central Florida, 2008. / Adviser: Lisa A. Dieker. Includes bibliographical references (p. 200-213).

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1990. / Vita. Abstract. Includes bibliographical references (leaves 88-99). Also available via the Internet.

Thesis (Ph. D.)--University of Washington, 1998. / Vita. Includes bibliographical references (leaves [208]-219).

Thesis (M.S.) -- Central Connecticut State University, 2008. / Thesis advisor: S. Louise Gould. "... in partial fulfillment of the requirements for the degree of Master of Science in Mathematics." Includes bibliographical references (leaves 27, 61). Also available via the World Wide Web.

Title from title page of PDF (University of Missouri--St. Louis, viewed March 22, 2010). Includes bibliographical references (p. 120-124).

Thesis (MTech (Education))--Peninsula Technikon, 2004. / Word processed copy. Summary in English. Includes bibliographical references (leaves 81-85). Also available online.