Thesis (Ph. D.)--Open University. BLDSC no. DX219765.

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Supervisor: Sirkka Jarvenpaa. Vita. Includes bibliographical references. Also available from UMI.

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.