The Use of Interdisciplinary Teaming and its Influence on Student Self-Concept in Middle Schools
The Journal of Early Adolescence
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
DOI of published version
Stefanich, Greg P.; Wills, Fred A.; and Buss, Ray R., "The Use of Interdisciplinary Teaming and its Influence on Student Self-Concept in Middle Schools" (1991). Faculty Publications. 4554.