Teams are pervasive in organizations and provide an important contribution to organizational productivity. Since Hackman's (1987) seminal work, the team research focus has shifted from describing teams to outlining how researchers might use points of leverage, such as team design, to increase team effectiveness. There has been a wealth of research on team design variables that relate to team effectiveness. However, more than 15 years later, the team design literature remains fragmented and is inconsistent, and conclusions regarding optimal team design are difficult to make. The present study sought to unify the team design research by proposing a conceptual model and testing hypothesized relationships between specified design variables and team effectiveness using meta-analytic techniques. Specifically, the objectives of this study were to: (a) identify team design variables over which researchers and practitioners have some degree of control, (b) summarize the literature related to each of these variables, (c) hypothesize how each of the design variables are related to team effectiveness, (d) assess the relationship between these variables and team effectiveness using meta-analysis, (e) assess the influence of specified moderator variables (e.g., study setting, team tenure) on the team design variable/team effectiveness relationships, (f) make theoretically- and empirically-based recommendations for the design of effective teams, and (g) highlight areas in need of additional research. Results indicated that several team design variables show promise as a means of increasing team effectiveness. The strength of the team composition variable/team performance relationships was dependent on the study setting (lab or field); however, the study setting had considerable overlap with the type of team assessed (intellectual or physical). For lab studies (intellectual teams), team general mental ability (GMA) and task-relevant expertise were strong predictors of team performance, while team personality variables were unrelated to team performance. In field studies (physical teams), team agreeableness and conscientiousness had stronger relationships with team performance than team GMA and team task-relevant expertise. Team task design variables (e.g., task significance) had consistent, positive relationships with team performance, and several team structure variables (e.g., degree of self- management) were also related to team performance.

Teams are pervasive in organizations and provide an important contribution to organizational productivity. Since Hackman's (1987) seminal work, the team research focus has shifted from describing teams to outlining how researchers might use points of leverage, such as team design, to increase team effectiveness. There has been a wealth of research on team design variables that relate to team effectiveness. However, more than 15 years later, the team design literature remains fragmented and is inconsistent, and conclusions regarding optimal team design are difficult to make. The present study sought to unify the team design research by proposing a conceptual model and testing hypothesized relationships between specified design variables and team effectiveness using meta-analytic techniques. Specifically, the objectives of this study were to: (a) identify team design variables over which researchers and practitioners have some degree of control, (b) summarize the literature related to each of these variables, (c) hypothesize how each of the design variables are related to team effectiveness, (d) assess the relationship between these variables and team effectiveness using meta-analysis, (e) assess the influence of specified moderator variables (e.g., study setting, team tenure) on the team design variable/team effectiveness relationships, (f) make theoretically- and empirically-based recommendations for the design of effective teams, and (g) highlight areas in need of additional research. Results indicated that several team design variables show promise as a means of increasing team effectiveness. The strength of the team composition variable/team performance relationships was dependent on the study setting (lab or field); however, the study setting had considerable overlap with the type of team assessed (intellectual or physical). For lab studies (intellectual teams), team general mental ability (GMA) and task-relevant expertise were strong predictors of team performance, while team personality variables were unrelated to team performance. In field studies (physical teams), team agreeableness and conscientiousness had stronger relationships with team performance than team GMA and team task-relevant expertise. Team task design variables (e.g., task significance) had consistent, positive relationships with team performance, and several team structure variables (e.g., degree of self- management) were also related to team performance.

D. Tech. Education / The effectiveness of teacher development has been a concern for decades in South African schools. Linked to this, is the lack of or no innovative networks that is dependent on quality of teachers and continuous professional growth is an essential part of improvement in the quality of teaching. However, in this study it has emerged that professional development for teachers is unsatisfactory and has not met its intended purpose. Research indicated that the ineffectiveness of teacher development programmes is based on faulty assumptions or even no research at all. This study aimed to investigate a new paradigm on how cluster systems as innovative network could enhance teacher development to improve quality teaching because of the major obstacles perceived in its implementation.

M. Tech. Education / Transformation in the education system of South Africa brought new trends in education on policies, curriculum and teacher education. The educational reforms resulted in the negative implications to all role players in the teaching profession, as well as quality of teaching and learning programmes. Quality support services, at all levels of the new educational system, were, and continue to be in great demand for sustainability and development. This research provides an analysis and critique of the role of school management support teams with respect to the professional support and also prescribed by White Paper 6 of 2002. The aim of this research is to investigate the provision of professional teacher support and the role of teacher support teams or school management of the programme.

Darbe analizuojamišalies kaimo bendruomenių veiklos pagrindai, aptariami strategijų komponentai bei kaimo bendruomenių strateginį planavimą įtakojantys dokumentai.Nagrinėjami Žemaitijos regiono vietos veiklos grupių suformuotų strateginių nuostatų ypatumai, strategijų kokybės kriterijai. / This work is consisted of three parts. In the first part essentials and components of strategic activity of Lithuanian rural communities, law deeds are analyzed. In the second part methods and process of research are described. In the third part strategic attitudes of 5 Zemaitija region's local work groups, which represent this region's rural communities, are discussed, situation of region's rural communities, demands of inhabitants and phases of strategie's formation are analyzed.

Newly qualified educators in Botswana face many challenges not least of which occurs when they are posted to rural schools a distance from other teachers and information resources. The Government of Botswana has committed itself to enhancing the ICT infrastructure for use in both the economic and educational endeavours of the country. Research conducted in first world countries show that Communities of Practice can take place in a virtual environment and that these can facilitate knowledge sharing and management. This research was conducted to investigate if a Virtual Community of Practice (VCoP), guided by the educational theories of Constructivism and Connectivism, could facilitate information and knowledge sharing among art teachers in dispersed location in the Botswana context. Using Reeves and Hedberg’s (2003) Development Research model, 13 art teachers, who were located in different parts of the country, participated in knowledge sharing through a Virtual Community of Practice. This study analysed the specific needs of art educators, interrogated the literature for best practices, formed a VCoP, and analysed how participants used it and reports on their comments The research findings indicate that educators would be enthusiastic about the use of such a facility if there was a perceivable benefit especially in breaking down the geographical induced communication barriers that they face at the moment. The research does not propose the replacement of existing face-to-face workshops, meetings and other communication fora, but rather suggests a VCoP can complement them by allowing discussions to continue beyond such meetings. It is contended that a carefully structured and supported VCoP can improve information and knowledge sharing significantly among educators and other stakeholders in Botswana. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2009.

Thesis (M.Ed.)--York University, 2006. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 120-123). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR19664

Thesis (Ph. D.)--Lewis & Clark College, 2008. / Includes bibliographical references (leaves 180-192).

Thesis (Ed.D.) -- Central Connecticut State University, 2009. / Dissertation advisor: Anthony Rigazio-Digilio. "... in partial fulfillment of the requirements for the degree of Doctorate in Educational Leadership." Includes bibliographical references (leaves 108-122). Also available via the World Wide Web.

Thesis (Ed.D.) -- Central Connecticut State University, 2009. / Dissertation advisor: Penelope Lisi. "... in partial fulfillment of the requirements for the degree of Doctorate in Educational Leadership." Includes bibliographical references (leaves 125-141). Also available via the World Wide Web.