Selected effects of team teaching on ninth graders in two inner city high schools

Rhoda Melissa B. Graves Fultz, Tennessee State University

Abstract

This research investigated selected effects of team teaching on 50 high school freshmen in two inner city high schools in the same school system. It followed a causal comparative design to limit the population to first time freshmen in the same school for a full year. Data were collected to study impacts of team teaching first time ninth graders on attendance, failure rates, and total number of disciplinary referrals issued. Mann Whitney U tests were used to compare the data and make the final analyses. Teamed freshmen were also interviewed about their team teaching experience. ^ Findings included no statistically significant differences in the failure rates, attendance rates and total number of disciplinary referrals in teamed and non-teamed freshmen, even when socioeconomic status was considered. Interviewees reported a positive experience and generally answered their questions for their futures in realistic terms. ^ Recommendations included replications studying schools further apart, focusing on teacher effects and/or students with special needs including English Language Learners. ^

Subject Area

Education, Administration|Education, Curriculum and Instruction

Recommended Citation

Rhoda Melissa B. Graves Fultz, "Selected effects of team teaching on ninth graders in two inner city high schools" (2003). ETD Collection for Tennessee State University. Paper AAI3116147.
http://digitalscholarship.tnstate.edu/dissertations/AAI3116147

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