Faculty Publications

The Use Of Interdisciplinary Teaming And Its Influence On Student Self-Concept In Middle Schools

Document Type

Article

Journal/Book/Conference Title

The Journal of Early Adolescence

Volume

11

Issue

4

First Page

404

Last Page

419

Abstract

The present study examined the degree to which interdisciplinary teaming was implemented in middle schools and the resulting impact of interdisciplinary teaming on students' self-concepts. The degree of interdisciplinary teaming was measured by means of the stages-of-concern and level-of-use instruments that are components of the Concerns-Based Adoption Model (CBAM). Student self-concept was measured by the Piers-Harris Self-Concept Scale. Results showed that the majority of teachers and administrators in Iowa schools are at the early stages of usage of interdisciplinary team teaching. Approximately one-fifth of nonuser teachers use some elements of interdisciplinary team teaching. Students who attended middle schools with high levels of interdisciplinary teaming had higher self-concepts than students who attended middle schools with low levels of interdisciplinary teaming. Thus, interdisciplinary teaming appears to play a role in favorably mediating the self-concepts of middle school students. © 1991, Sage Publications. All rights reserved.

Original Publication Date

1-1-1991

DOI of published version

10.1177/0272431691114001

Link to Full Text

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