This descriptive study examined to what extent, if any, three school supports (instructional scheduling, teaming, and common planning) are in existence in New York State middle schools. For the purposes of this study, middle schools were defined as schools that contained the grade configurations of 5-8, 6-8, and 7-8. The sample surveyed was comprised of 232 New York State middle school principals in school districts with an average need/resource capacity. Instrumentation for the data collection was through a five-part self-administered online web survey. Demographic data of the participating principals and their school along with the data collected from the research questions were analyzed using descriptive, inferential, and nonparametric statistics. In addition, demographic characteristics and principals’ beliefs regarding these three school supports were also analyzed.
The results indicated that the majority of principals utilize a traditional departmentalized schedule with interdisciplinary and/or single-graded teaming with varying duration and frequencies of team, grade level, and departmental common planning. Statistically significant differences existed between specific principals’ beliefs and grade configuration, school location, and years of principal experience at current school. Implications for practice along with recommendations for future research, policy and practice were also discussed. It was the intent of this researcher that the data collected provides administrators and policymakers with an additional layer of information regarding the use of these three school supports among New York State middle schools and serve as a reference to further understand the extent to which they are being implemented.
","abstract_html":"<p>This descriptive study examined to what extent, if any, three school supports (instructional scheduling, teaming, and common planning) are in existence in New York State middle schools. For the purposes of this study, middle schools were defined as schools that contained the grade configurations of 5-8, 6-8, and 7-8. The sample surveyed was comprised of 232 New York State middle school principals in school districts with an average need/resource capacity. Instrumentation for the data collection was through a five-part self-administered online web survey. Demographic data of the participating principals and their school along with the data collected from the research questions were analyzed using descriptive, inferential, and nonparametric statistics. In addition, demographic characteristics and principals’ beliefs regarding these three school supports were also analyzed.</p> <p>The results indicated that the majority of principals utilize a traditional departmentalized schedule with interdisciplinary and/or single-graded teaming with varying duration and frequencies of team, grade level, and departmental common planning. Statistically significant differences existed between specific principals’ beliefs and grade configuration, school location, and years of principal experience at current school. Implications for practice along with recommendations for future research, policy and practice were also discussed. It was the intent of this researcher that the data collected provides administrators and policymakers with an additional layer of information regarding the use of these three school supports among New York State middle schools and serve as a reference to further understand the extent to which they are being implemented.</p>","abstract_has_math":false,"creators":["Corey, Chad M."],"institution":null,"degree_name":"EdD Education Leadership, Management and Policy","degree_level":"Dissertation","degree_discipline":"Education Leadership, Management and Policy","degree_department":null,"school":null,"contributors":["Robert Starratt, Ed.D.","Gerard Babo, Ed.D.","Jan Hammond, Ed.D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-12-09T08:00:00Z","date_published":"2014-12-09T08:00:00Z","updated_at":"2026-07-24T04:32:52Z","subjects":["middle school","instructional scheduling","teaming","common planning","Educational Administration and Supervision","Elementary and Middle and Secondary Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarship.shu.edu/dissertations/2021","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Robert Starratt, Ed.D.","Gerard Babo, Ed.D.","Jan Hammond, Ed.D."]},{"key":"dc:creator","label":"Author","values":["Corey, Chad M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2015-02-06T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education Leadership, Management and Policy"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdD Education Leadership, Management and Policy"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["middle school","instructional scheduling","teaming","common planning","Educational Administration and Supervision","Elementary and Middle and Secondary Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarship.shu.edu/dissertations/2021"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This descriptive study examined to what extent, if any, three school supports (instructional scheduling, teaming, and common planning) are in existence in New York State middle schools. For the purposes of this study, middle schools were defined as schools that contained the grade configurations of 5-8, 6-8, and 7-8. The sample surveyed was comprised of 232 New York State middle school principals in school districts with an average need/resource capacity. Instrumentation for the data collection was through a five-part self-administered online web survey. Demographic data of the participating principals and their school along with the data collected from the research questions were analyzed using descriptive, inferential, and nonparametric statistics. In addition, demographic characteristics and principals’ beliefs regarding these three school supports were also analyzed.
The results indicated that the majority of principals utilize a traditional departmentalized schedule with interdisciplinary and/or single-graded teaming with varying duration and frequencies of team, grade level, and departmental common planning. Statistically significant differences existed between specific principals’ beliefs and grade configuration, school location, and years of principal experience at current school. Implications for practice along with recommendations for future research, policy and practice were also discussed. It was the intent of this researcher that the data collected provides administrators and policymakers with an additional layer of information regarding the use of these three school supports among New York State middle schools and serve as a reference to further understand the extent to which they are being implemented.
"]},{"key":"dc:title","label":"Title","values":["A Study of Instructional Scheduling, Teaming, and Common Planning in New York State Middle Schools"]}]}],"canonical_facts":{"dc:contributor":["Robert Starratt, Ed.D.","Gerard Babo, Ed.D.","Jan Hammond, Ed.D."],"dc:creator":["Corey, Chad M."],"dc:date.available":["2015-02-06T08:00:00Z"],"dc:description.abstract":["This descriptive study examined to what extent, if any, three school supports (instructional scheduling, teaming, and common planning) are in existence in New York State middle schools. For the purposes of this study, middle schools were defined as schools that contained the grade configurations of 5-8, 6-8, and 7-8. The sample surveyed was comprised of 232 New York State middle school principals in school districts with an average need/resource capacity. Instrumentation for the data collection was through a five-part self-administered online web survey. Demographic data of the participating principals and their school along with the data collected from the research questions were analyzed using descriptive, inferential, and nonparametric statistics. In addition, demographic characteristics and principals’ beliefs regarding these three school supports were also analyzed.
The results indicated that the majority of principals utilize a traditional departmentalized schedule with interdisciplinary and/or single-graded teaming with varying duration and frequencies of team, grade level, and departmental common planning. Statistically significant differences existed between specific principals’ beliefs and grade configuration, school location, and years of principal experience at current school. Implications for practice along with recommendations for future research, policy and practice were also discussed. It was the intent of this researcher that the data collected provides administrators and policymakers with an additional layer of information regarding the use of these three school supports among New York State middle schools and serve as a reference to further understand the extent to which they are being implemented.
"],"dc:identifier":["https://scholarship.shu.edu/dissertations/2021"],"dc:subject":["middle school","instructional scheduling","teaming","common planning","Educational Administration and Supervision","Elementary and Middle and Secondary Education Administration"],"dc:title":["A Study of Instructional Scheduling, Teaming, and Common Planning in New York State Middle Schools"],"thesis:degree_discipline":["Education Leadership, Management and Policy"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["EdD Education Leadership, Management and Policy"]},"updated_at":"2026-07-24T04:32:52Z"}