The purpose of this study was to examine the relationship between vertical teaming in science and student achievement. This study compared student achievement of campuses implementing vertical teaming with schools that do not practice vertical teaming. In addition, this study explored the relationship between selected demographic variables and vertical teaming using Grade 5 Science TAKS results in the Academic Excellence Indicator System (AEIS). Campus demographic variables such as economically disadvantaged, minority students, English language learners, student mobility, and experienced teachers were researched. A call-out yielded 168 responses. With the exclusion of the 12 campuses, a total of 156 participating campuses from 18 traditional school districts remained. Campuses employing vertical teaming were self-identified on the basis of having implemented the process for two or more years. The gain in percent mastered for Science TAKS scores from 2004 to 2007 was used as the Science TAKS score variable. Results indicated that there was no significant difference in student achievement in science for campuses practicing vertical teaming and campuses that did not. The twoway ANOVA was used to measure the relationship between the independent variables (vertical teaming and campus demographic variables) on the dependent variable (student achievement on Science TAKS). The results suggested that campuses having low percentages of economically disadvantaged students statistically gained more on the Science TAKS than campuses that have high percentages of economically disadvantaged students irrespective of vertical teaming practices. In addition, campuses that have low percentages of minority students statistically gained more on the Science TAKS than campuses that have high percentages of minority students despite vertical teaming participation. Recommendations include districts, state, and federal agencies providing campuses with a high percent of economically disadvantaged students with more resources and more flexibility in using those resources. Recommendations for further study included a replication of the study that takes into account the degree of implementation of vertical teaming.

The primary goal of this mixed method study is to investigate and analyze how the nature and structure of the widely accepted middle school and teaming models impact individual teacher efficacy as well as collective efficacy. I examined the implications of these models on the levels of efficacy for both teamed and non-teamed teachers. Both social cognitive theory and belonging theory informed the research study. The mixed method study was conducted at seven suburban middle schools in four districts outside of a major city in the northeastern section of the country. Each middle school utilizes the teaming model as the focal point of their philosophy. Research data were gathered from volunteer teachers through the administration of an online 37-item survey and voluntary individual follow-up interviews. In addition, principal interviews served to give background and cultural information at the building level. Themes from survey data informed the interview protocol. A review of historical documents provided additional information. The data were analyzed and themes were extracted in order to provide recommendations for these particular middle schools. Based on the collected data, teachers working at the middle school level can experience varying levels of both individual teacher and collective efficacy based on teaching position and experience. Implications for further research in the area of teacher and collective efficacy at the middle school level are noted. / Educational Administration

The purpose of this study was to examine effective team perceptions and actions on motivating students to learn ina middle school. In this study, an effective team is a group of two to five teachers responsible for sharing a common group of students in the core subjects -- mathematics, science, language, and social studies, share common planning, have teamed together three or more years, and have teaming training. In this study, motivation is the acts or intentions that cause student engagement in classroom activities. This study examines teachers perceptions and actions for motivating students to learn within a theoretical framework. Three teams at a Virginia middle school were examined by survey, interview, observation, and review. Analysis of qualitative descriptive data revealed that the three teams at the study site motivate students to learn in four theoretical patterns and one pattern outside the theoretical framework. (1) In the team context, the teams motivated students to learn using task oriented motivational constructs. (2) In the class context, the teams motivated students to learn using task-oriented motivation. (3) In the individual student context, the teams motivated students to learn using ability performance motivational constructs. (4) In the whole school context, these three teams motivated students to learn using ability performance motivational constructs. In the findings clarification review, these three teams reported a fifth pattern. This pattern involved effective teacher practices for motivating students to learn which were influenced by effective administrative practices. / Ed. D.

This study identified perceived structural and instructional critical attributes of interdisciplinary teaming at the middle school. Through interviews with principals and teachers, data was collected on critical attributes of interdisciplinary teaming in areas such as the formation of teams and the implementation of interdisciplinary teaming as a process with specific functions, both structural and instructional in nature. The critical attributes identified in this study were associated with the results from two earlier studies on interdisciplinary teaming conducted by Hackmann et al. (2002) and Valentine et al. (1993). Additionally, this study gathered data from participants on the perceived benefits and challenges of interdisciplinary teaming. Using purposeful sampling, principals and teacher participants were selected from a school district located in a metropolitan city in Texas. There were a total of 13 middle schools in the school district and five schools were selected for participation in the study. From the five middle schools, ten participants were surveyed and interviewed for this study; five principals and five teachers. The researcher conducted interviews over the telephone with each of the participants. Data collected from the interviews were analyzed using descriptive statistics. Findings indicated that critical attributes of interdisciplinary teaming, identified earlier by Hackmann et al. (2002) and Valentine et al. (1993), were generally associated with results from the current research. The critical attributes were developed from the following categories: Team characteristics, team membership, team planning time, and curriculum design practices. The second part of the study described perceived benefits and challenges of interdisciplinary teaming. In general, participants identified more benefits than challenges. Specifically, participants found interdisciplinary teaming to be beneficial in the areas of relationships, instruction, and parent communication. Challenges in the implementation of interdisciplinary teaming were described by both groups of participants. Implications for school officials who are trying to maintain interdisciplinary teaming in the face of budgetary constraints will necessitate a balanced look at effectiveness and efficiency. Further inquiry into an important relationship between interdisciplinary teaming and student achievement is also necessary. This study identified perceived structural and instructional critical attributes of interdisciplinary teaming at the middle school. Through interviews with principals and teachers, data was collected on critical attributes of interdisciplinary teaming in areas such as the formation of teams and the implementation of interdisciplinary teaming as a process with specific functions, both structural and instructional in nature. The critical attributes identified in this study were associated with the results from two earlier studies on interdisciplinary teaming conducted by Hackmann et al. (2002) and Valentine et al. (1993). Additionally, this study gathered data from participants on the perceived benefits and challenges of interdisciplinary teaming. Using purposeful sampling, principals and teacher participants were selected from a school district located in a metropolitan city in Texas. There were a total of 13 middle schools in the school district and five schools were selected for participation in the study. From the five middle schools, ten participants were surveyed and interviewed for this study; five principals and five teachers. The researcher conducted interviews over the telephone with each of the participants. Data collected from the interviews were analyzed using descriptive statistics. Findings indicated that critical attributes of interdisciplinary teaming, identified earlier by Hackmann et al. (2002) and Valentine et al. (1993), were generally associated with results from the current research. The critical attributes were developed from the following categories: Team characteristics, team membership, team planning time, and curriculum design practices. The second part of the study described perceived benefits and challenges of interdisciplinary teaming. In general, participants identified more benefits than challenges. Specifically, participants found interdisciplinary teaming to be beneficial in the areas of relationships, instruction, and parent communication. Challenges in the implementation of interdisciplinary teaming were described by both groups of participants. Implications for school officials who are trying to maintain interdisciplinary teaming in the face of budgetary constraints will necessitate a balanced look at effectiveness and efficiency. Further inquiry into an important relationship between interdisciplinary teaming and student achievement is also necessary. / text

The purpose of this study was to describe the current schedules employed, teaming practices, and curricula used by the middle-level schools in the Commonwealth of Virginia, and it was conducted through the use of descriptive statistics. A questionnaire was sent to experts in the area of middle school education for review and field-tested with practicing administrators in middle-level education. The questionnaire was revised and mailed to 237 principals of the public schools in Virginia which have at least three grade levels drawn from five, six, seven, or eight but not grade levels four or nine. Principals from 134 schools, 57 percent of middle schools in Virginia, returned the questionnaire. Data collected from these questionnaires were used to describe the types of schedules employed, teaming practices, and curricula utilized by the participating middle schools. The number of middle schools in Virginia has continued to grow since their reported existence in the 1970's and the Virginia Department of Education's emphasis on the use of middle school practices in 1986. In 1985, Jessie Charles Zedd reported that there were 110 middle schools in the state. By 1996, the Virginia Educational Directory listed 237 middle schools, a percentage gain of 46. An increased use of middle school flexible scheduling and interdisciplinary teaming has occurred since that study. Most of the middle-level schools that participated in this study were mid-sized schools with 501 to 1,000 students and housing grades six, seven, and eight. The majority of middle-level schools in the Commonwealth of Virginia was found to utilize interdisciplinary teaming and a core curriculum. Flexible scheduling is utilized in most middle schools at grades six and seven but traditional schedules are used more frequently at grade eight. The use of flexible scheduling and teaming decreases from the sixth grade to the eighth grade in middle schools in the Commonwealth of Virginia. Ability grouping was reportedly used in more than 75 percent of middle schools participating in the study. Students are required to take all core subjects in most middle-level schools in Virginia and are offered high school level classes even before the eighth grade. The emphasis on the importance of middle-level education continues to be stressed nationally as well as within the Commonwealth of Virginia. Middle-level practices such as flexible scheduling and interdisciplinary teaming have served as examples of effective practices being considered and utilized by high schools. Advocates, practitioners, administrators, and teachers of the middle-level schools need to continue their emphasis on effective middle-level programs and practices for the continued improvement and success of middle schools. Improvement in the use of flexible scheduling, interdisciplinary teaming, and fewer grouping practices should be a goal of many middle-level schools to become exemplary schools. Middle schools should have high expectations for all and make their programs accessible to all students. Recommendations and data reported from this study may be used as a resource by administrators and other interested practitioners to restructure their programs in order to better serve middle-level children. / Ed. D.

Effective collaboration between humans and autonomous agents can improve productivity and reduce risks of human operators in safety-critical situations, with autonomous agents working as complementary teammates and lowering physical and mental demands by providing assistance and recommendations in complicated scenarios. Ineffective collaboration would have drawbacks, such as risks of being out-of-the-loop when switching over controls, increased time and workload due to the additional needs for communication and situation assessment, unexpected outcomes due to overreliance, and disuse of autonomy due to uncertainty and low expectations. Disclosing the information about the agents for communication and collaboration is one approach to calibrate trust for appropriate reliance and overcome the drawbacks in human-autonomy teaming. When disclosing agent information, the level of detail (LOD) needs careful consideration because not only the availability of information but also the demand for information processing would change, resulting in unintended consequences on comprehension, workload, and task performance. This dissertation investigates how visualization design at different LODs about autonomy influences transparency, trust, and, ultimately, the effectiveness of human autonomy teaming (HAT) in search and rescue missions. LOD indicates the amount of information aggregated or organized in communication for the human to perceive, comprehend, and respond, and could be manipulated by changing the granularity of information in a user interface. High LOD delivers less information so that users can identify overview and key information of autonomy, while low LOD delivers information in a more detailed manner. The objectives of this research were (1) to build a simulation platform for a representative HAT task affected by visualizations at different LODs about autonomy, (2) to establish the empirical relationship between LOD and transparency, given potential information overload with indiscriminate exposure, and (3) examine how to adapt LOD in visualization with respect to trust as users interact with autonomy over time. A web-based application was developed for wilderness SAR, which can support different visualizations of the lost-person model, UAV path-planner, and task assignment. Two empirical studies were conducted recruiting human participants to collaborate with autonomous agents, making decisions on search area assignment, unmanned aerial vehicle path planning, and object detection. The empirical data included objective measures of task performance and compliance, subjective ratings of transparency, trust, and workload, and qualitative interview data about the designs with students and search and rescue professionals. The first study revealed that lowering LODs (i.e., more details) does not lead to a proportional increase in transparency (ratings), trust, workload, accuracy, and speed. Transparency increased with decreased LODs up to a point before the subsequent decline, providing empirical evidence for the transparency paradox phenomenon. Further, lowering LOD about autonomy can promote trust with diminishing returns and plateau even with lowering LOD further. This suggests that simply presenting some information about autonomy can build trust quickly, as the users may perceive any reasonable forms of disclosure as signs of benevolence or good etiquette that promote trust. Transparency appears more sensitive to LOD than trust, likely because trust is conceptually less connected to the understanding of autonomy than transparency. In addition, the impacts of LODs were not uniform across the human performance measurements. The visualization with the lowest LOD yielded the highest decision accuracy but the worst in decision speed and intermediate levels of workload, transparency, and trust. LODs could induce the speed-accuracy trade-off. That is, as LOD decreases, more cognitive resources are needed to process the increased amount of information; thus, processing speed decreases accordingly. The second study revealed patterns of overall and instantaneous trust with respect to visualization at different LODs. For static visualization, the lowest LOD resulted in higher transparency ratings than the middle and high LOD. The lowest LOD generated the highest overall trust amongst the static and adaptive LODs. For visualizations of all LODs, instantaneous trust increased and then stabilized after a series of interactions. However, the rate of change and plateau for trust varied with LODs and modes between static and adaptive. The lowest, middle, and adaptive LODs followed a sigmoid curve, while the high LOD followed a linear one. Among the static LODs, the lowest LOD exhibits the highest growth rate and plateau in trust. The middle LOD developed trust the slowest and reached the lowest plateau. The high LOD showed a linear growth rate until a level similar to that of the lowest LOD. Adaptive LOD earned the trust of the participants at a very similar speed and plateau as the lowest LOD. Taking these results together, more details about autonomy are effective for expediting the process of building trust, as long as the amount of information is carefully managed to prevent overloading participants' information processing. Further, varying quantities of information in adaptive mode could yield very similar growth and plateau in trust, helping humans to deal with either the minimum or maximum amount of information. This adaptive approach could prevent situations where comprehension is hindered due to insufficient information or where users are potentially overloaded by details. Adapting LODs to instantaneous trust presents a promising technique for managing information exchange that can promote the efficiency of communication for building trust. The contribution of this research to literature is two-fold. The first study provides the first empirical evidence indicating that the impact of LODs on transparency and trust is not linear, which has not been explicitly demonstrated in prior studies about HAT. The impact of LOD on transparency is more sensitive than trust, calling for a more defined and consistent use of the term or concept - "transparency" and a deeper investigation into the relationships between trust and transparency. The second study presents the first examination of how static and dynamic LODs can influence the development of trust toward autonomy. The algorithm for adapting LOD for the adaptive visualization based on user trust is novel, and adaptive LODs in visualization could switch between detailed and abstract information to influence trust without always transmitting all the details about autonomy. Visualizations with different LODs in both static and adaptive modes present their own set of benefits and drawbacks, resulting in trade-offs concerning the speed of promoting trust and information quantity transmitted during communication. These findings indicate that LOD is an important factor for designing and analyzing visualization for transparency and trust in HAT. / Doctor of Philosophy / The collaboration between human and autonomous agents in search and rescue (SAR) missions aims to improve the success rate and speed of finding the lost person. In these missions, a human supervisor may coordinate with autonomous agents responsible for estimating lost person behavior, path planning, and unmanned aerial vehicles. The human SAR professional may rely on information from the autonomous agents to reinforce the search plan and make crucial decisions. Balancing the amount of information provided by the autonomous agents to the SAR professionals is critical, as insufficient information can hinder trust, leading to manual intervention, and excessive information can cause information overload, reducing efficiency. Both cases can result in human distrust of autonomy. Effective visualization of information can help study and improve the transmission of information between humans and autonomous agents. This approach can reduce unnecessary information in communication, thus conserving communication resources without sacrificing trust. This dissertation investigates how visualization design at the proper aggregation of details about autonomy, also referred to as level of detail (LOD), influences perceived understanding of the autonomous agents (i.e., transparency), trust, and ultimately, the effectiveness of human autonomy teaming (HAT) for wilderness SAR. A simulation platform was built for proof-of-concept, and two studies were conducted recruiting human participants to use the platform for completing simulated SAR tasks supported by visualizations at different LODs about autonomy. Study 1 results showed that transparency ratings increased with more details about autonomy up to a point and then declined with the most details (i.e., lowest LOD). Trust, workload, and performance also did not linearly improve with more details about autonomy. The non-linear relationships of LODs with transparency, trust, workload, and performance, confirmed the phenomenon of the transparency paradox, which refers to the disclosure of excessive information about autonomy may hinder transparency and subsequent performance. Study 2 results also illustrated that when visualization with LOD adapted to instant trust, the speed of building trust and the plateau of trust on autonomy can achieve the same level as the visualization provided with the most details, which performed the best in building trust. This adaptive approach minimized the amount of information displayed relative to the visualization, constantly presenting the most information, potentially easing the burden of communication. Taken together, this research highlights that the amount of information about autonomy to display must be considered carefully for both research and practice. Further, this dissertation advances the visualization design by illustrating that visualization adapting LODs based on trust is effective at building trust in a manner that minimizes the amount of information presented to the user.

The transformation of the office from the standard bullpen configuration to today's dynamic, flexible and open floorplans has required new design methodologies that incorporate tools and technologies that are readily available to interior designers. Moreover, the increased use of teams in the workplace challenges interior designers to create environments that accommodate group and individual tasks. This two-phased research study explored the use of a web-based pattern language as a new tool for designing and evaluating teaming spaces. Pattern language is a design formulation methodology developed in 1977 by Christopher Alexander and his associates. It consists of a series of interrelated physical elements combined to create a framework for design solutions. A web-based pattern language for teaming environments was created by this researcher and evaluated by an e-mail questionnaire sent to a sample of expert design professionals. The feedback from the survey was used to revise the existing language and was the tool used for phase two. This phase tested the pattern language against an existing teaming environment by having the researcher evaluate the space determining the inclusion of each pattern. A focus group was also surveyed and the results of both evaluations were compared for similarities. The results of phase one showed that of those design professionals surveyed, the majority believe pattern language could be a valuable design as well as evaluation tool. Phase two results showed similarities between the responses by the researcher compared with those of the focus group. In summary, pattern language may be a useful tool for the design and evaluation of teaming environments. / Master of Science

Bakgrund: Anestesisjuksköterskans arbete sker ofta i tätt samarbete i interprofessionella team, där anestesisjuksköterskan tillsammans med exempelvis anestesiläkare vårdar kritiskt sjuka patienter. Ett välfungerande teamarbete bygger på en icke-hierarkisk dynamik, respekt och tydlig kommunikation där medlemmarnas kunskap och spetskompetens tas tillvara. Det finns strukturella faktorer som påverkar teamarbetet som är beroende av den yttre dimensionen av Fundamentals of Care, vårdkontexten. Vårdkontexten innefattar exempelvis resurser, sjukhusorganisation och teamets sammansättning. Inom den anestesiologiska omvårdnaden kan teamen vara ombytliga där medlemmar byts från dag till dag eller i samarbete med personal från andra avdelningar. Samarbetet i ombytliga team har av vissa kallats för teaming. Teaming kan eventuellt vara ett begrepp som beskriver samarbetet vid anestesiologisk omvårdnad. Syfte: Studiens syfte var att göra en begreppsanalys av begreppet teaming inom anestesiologisk omvårdnad. Metod: Begreppet teaming undersöktes genom en begreppsanalys efter Walker & Avants modell. Resultat: Enligt analysens resultat kan teaming beskrivas som det aktiva agerandet vid arbete tillsammans i ett team. Vidare visar resultatet att teaming kan beskrivas med hjälp av olika attribut. Dessa är bland annat att teamet ska vara beständigt, att det finns en ledarroll och att det finns ett informationsutbyte. Slutsats: Teaming kan förekomma inom anestesiologisk omvårdnad där det ofta finns ett aktivt samarbete med andra professioner. Teaming medför flera positiva effekter i arbetet kring patienten, i form av ett effektivt samarbete och en god kommunikation. / Background: The work of the nurse anesthetist often takes place in close collaboration in interprofessional teams. Well-functioning teamwork is based on a non-hierarchical dynamic, respect and clear communication where members' knowledge and excellence are utilized. There are structural factors that influence teamwork that is dependent on the external dimension of the Fundamentals of Care, the healthcare context. The healthcare context includes, resources, hospital organization and the team composition. In the field of anesthesiology care, the teams can be interchangeable where members are changed daily or in collaboration with staff from other departments. The cooperation in interchangeable teams has by some been called teaming. Teaming could possibly be a concept that describes the collaboration in anesthesiologic nursing. Aim: The aim of the study was to do a conceptual analysis of the concept of teaming in anesthesiologic nursing. Method: The concept of teaming was investigated through a concept analysis based on Walker & Avant's model. Results: According to the results of the analysis, teaming can be described as the active action when working together in a team. Furthermore, the results show that teaming can be described using different attributes. These include that the team must be persistent, that there is a leadership and that there is an exchange of information. Conclusion: Teaming can occur in anesthesiologic nursing where there often is an active collaboration with other professions. Teaming entails several positive effects in the work around the patient, in the form of effective collaboration and good communication.

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Some Southwestern Pennsylvania middle school (MS) principals who employ the teaming model, an aspect of transformational leadership (TL), are meeting the state proficiency standards. There are schools in the same geographic region whose principals employ the teaming model but are failing to meet the state proficiency standards. The purpose of this study was to obtain principals' and teachers' perceptions on aspects of TL as demonstrated by principals in MSs meeting the state proficiency standards. Using Burns' (1978) conceptual framework of TL, specific characteristics such as idealized influence, individualized consideration, inspirational motivation, and intellectual stimulation, were explored using a collective case study. The criteria for selection of 3 MS sample sites were (a) employed the teaming model, (b) met the state proficiency standards, and (c) reflected similar demographic variables to the local MS target school. Thirteen teacher and 2 principal interviews were conducted using 3 sample sites. Data from the interviews were coded, analyzed, and categorized. Themes emerging from the categorization were: supportive leadership, mutual respect, trust, concern, collaboration, and encouragement. Teachers perceived that leaders understood the teacher's perspective, helped create value in roles and modeled collegial equality with staff. Principals perceived that leaders encouraged collaboration and communicated with staff to build relationships and professional confidence. The resulting project was a professional development (PD) workshop for school leaders to improve understanding of aspects of TL; thereby, improving student learning, providing expanded educational opportunities, and creating positive social change.