This study was designed to investigate the relationship between thematic teacher teaming and its effects upon student achievement and cross-curricula cohesiveness. The data were collected from a teacher questionnaire, student group discussions, school attendance and test scores, student assessments, and field notes. These various methods produced information about the development, understanding, enforcement, and collaboration regarding team teaching and its effects upon student achievement. A review of literature attributed initial positive teacher and student responses and later decreased lack of participation with inconsistent enforcement and support from administration. The findings of this study showed that this school did not develop a well-planned teacher teaming process. Therefore, the teaming process and profound increased student achievements were not significantly achieved, although, teacher collaboration, and cross-curricula cohesiveness increased.
","abstract_html":"<p>This study was designed to investigate the relationship between thematic teacher teaming and its effects upon student achievement and cross-curricula cohesiveness. The data were collected from a teacher questionnaire, student group discussions, school attendance and test scores, student assessments, and field notes. These various methods produced information about the development, understanding, enforcement, and collaboration regarding team teaching and its effects upon student achievement. A review of literature attributed initial positive teacher and student responses and later decreased lack of participation with inconsistent enforcement and support from administration. The findings of this study showed that this school did not develop a well-planned teacher teaming process. Therefore, the teaming process and profound increased student achievements were not significantly achieved, although, teacher collaboration, and cross-curricula cohesiveness increased.</p>","abstract_has_math":false,"creators":["Hyman, LaKecia C."],"institution":null,"degree_name":"M.A. in Education Administration and Supervision","degree_level":"Thesis","degree_discipline":"Educational Services and Leadership","degree_department":null,"school":null,"contributors":["Sernak, Kathy"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2002,"date_issued":"2002-05-16T07:00:00Z","date_published":"2002-05-16T07:00:00Z","updated_at":"2026-07-24T04:14:32Z","subjects":["Academic achievement; Eighth grade (Education); Teaching teams","Elementary and Middle and Secondary Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1456","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Sernak, Kathy"]},{"key":"dc:creator","label":"Author","values":["Hyman, LaKecia C."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-05-16T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Services and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in Education Administration and Supervision"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Academic achievement; Eighth grade (Education); Teaching teams","Elementary and Middle and Secondary Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1456"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study was designed to investigate the relationship between thematic teacher teaming and its effects upon student achievement and cross-curricula cohesiveness. The data were collected from a teacher questionnaire, student group discussions, school attendance and test scores, student assessments, and field notes. These various methods produced information about the development, understanding, enforcement, and collaboration regarding team teaching and its effects upon student achievement. A review of literature attributed initial positive teacher and student responses and later decreased lack of participation with inconsistent enforcement and support from administration. The findings of this study showed that this school did not develop a well-planned teacher teaming process. Therefore, the teaming process and profound increased student achievements were not significantly achieved, although, teacher collaboration, and cross-curricula cohesiveness increased.
"]},{"key":"dc:title","label":"Title","values":["The relationship between thematic teacher teaming and its effects upon student achievement and cross-curricula cohesiveness"]}]}],"canonical_facts":{"dc:contributor":["Sernak, Kathy"],"dc:creator":["Hyman, LaKecia C."],"dc:date.available":["2016-05-16T07:00:00Z"],"dc:description.abstract":["This study was designed to investigate the relationship between thematic teacher teaming and its effects upon student achievement and cross-curricula cohesiveness. The data were collected from a teacher questionnaire, student group discussions, school attendance and test scores, student assessments, and field notes. These various methods produced information about the development, understanding, enforcement, and collaboration regarding team teaching and its effects upon student achievement. A review of literature attributed initial positive teacher and student responses and later decreased lack of participation with inconsistent enforcement and support from administration. The findings of this study showed that this school did not develop a well-planned teacher teaming process. Therefore, the teaming process and profound increased student achievements were not significantly achieved, although, teacher collaboration, and cross-curricula cohesiveness increased.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1456"],"dc:subject":["Academic achievement; Eighth grade (Education); Teaching teams","Elementary and Middle and Secondary Education Administration"],"dc:title":["The relationship between thematic teacher teaming and its effects upon student achievement and cross-curricula cohesiveness"],"thesis:degree_discipline":["Educational Services and Leadership"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in Education Administration and Supervision"]},"updated_at":"2026-07-24T04:14:32Z"}