Thesis (M. Sc.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves [72-75]).

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (M. Ed.)--York University, 2002. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 127-131). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ71581.

Thesis (Ph. D.)--University of Queensland, 2002. / Includes bibliographical references.

This dissertation incorporates the ontological perspective of sociomateriality into the literature on teamwork process to posit that member behavior and technology use are inherently enmeshed (termed process sociomateriality). Three programmatic studies were conducted In order to establish the construct and examine the effects of process sociomateriality on team functioning. First, a qualitative critical incident study (Study 1) found that process sociomateriality is comprised of three higher-order dimensions, reflecting that technology use in team settings may facilitate, expand, or impair process behaviors. A psychometric measure of process sociomateriality was then developed and administered to the general population in Study 2. Findings from Study 2 revealed that the measure exhibits acceptable psychometric properties and displays sufficient convergent and discriminant validity with relevant teamwork constructs. Study 3 tested the manner in which the process sociomateriality factors impact important team outcomes. Findings revealed that process facilitation and expansion improve team performance and team viability indirectly by shaping affective and motivational states. Further, results also demonstrated that the process sociomateriality factors account for variance in team viability and emergent states beyond prior conceptualizations of the process/technology relationship.

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This study explored general and special education teacher satisfaction with special education teacher roles in collaborative teams, whose objective was to include children with disabilities, and the evolutionary stage of the teams according to the integrated model of group development. Thirteen out of 21 targeted teams qualified for the sample. The Special Education Teacher-General Education Teacher Interaction Scale assessed general and special education teachers' perceptions of special education teachers' current and ideal roles (Cronbach's alpha internal reliability coefficients were .85 and .81). The Team Evolution Questionnaire measured the collaborative teams' developmental stage (Cronbach's alpha was .82). General education teachers were more satisfied with special education teachers' roles than the special education teachers were with themselves (p < .01). General education teachers had higher perceptions about how frequently special education teachers performed their roles than special education teachers themselves (p < .05). Qualitatively, both groups endorsed several collaborative roles as currently performed most frequently by the special education teachers. Compared to previous literature, these results indicate a shift of priority from noncollaborative to collaborative special education teacher roles. Since all 13 teams were categorized in the most highly evolved stage of group development, a direct comparison between teacher satisfaction and the group's stage of evolution was not possible. Implications of these findings are discussed.

The study addresses the process of teacher development in the context of close collegial relations. It is a case study of two teachers, Mary and Sadie, who worked collaboratively over two school years in a series of reciprocal cycles of clinical supervision. The main purposes the teachers held for the process were to develop their understanding about their teaching practices in order to grow professionally and to acquire new skills in supervision. Their beliefs, behaviours, and knowledge contributed to shape their relationship and serve their respective needs for growth. An interpretive methodology was employed. The research approach was derived from the theoretical perspective of George Herbert Mead (1932, 1934, 1938). This provided for an analytical description and interpretation of the meanings and knowledge constructed socially by the participating teachers about clinical supervision, collegiality and teacher development. It also enabled the identification of a number of factors which influenced the teachers' development in the context of a collegial relationship. The teachers practiced new behaviours in an unfamiliar context of close colleagueship in order to incorporate research-based knowledge into their practical working lives. They devoted considerable effort and attention during the first year to the mechanics of clinical supervision in order to become more proficient with the process. In the second year of the study, the teachers explicitly rejected the term "clinical supervision" in favour of "reflective conferencing". The new terminology reflected their deeper understanding about the processes of collaboration and reflection. As their relationship, knowledge and skills developed, they became more thoughtful about collaboration and purposeful about facilitating each other's development. The teachers discovered that change takes time and occurs incrementally. Trust was required from both colleagues, in the process and in each other, as they took turns observing each other teach and then meeting to discuss matters related to their instructional practice. A culture of collaboration took hold, albeit more slowly than either had envisioned. Through repeated practice in reflective conferencing, they acquired an appreciation of the challenges and benefits of collaboration for the promotion of teacher development.

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