Initiating work teams to reform the american high school

Abstract

The high school reform literature shows that high school teachers work best in a structural context that promotes teamwork, values collegiality, and increases interaction. Yet, the large high school structure constrains collegiality, de-emphasizes teamwork, and is embedded with routines that increase isolation among administrators, teachers, and students. Research studies of work teams in business show an increase in employee morale and in productivity and a reduction in isolation between and among workers. The inward look at a business successfully initiating work teams provide insights into redefining the classical paradigm that supports working in isolation in high schools.

Citation

Mozingo, T.H. (2002), "Initiating work teams to reform the american high school", Hunter, R.C. and Brown, F. (Ed.) Challenges of Urban Education and Efficacy of School Reform (Advances in Educational Administration, Vol. 6), Emerald Group Publishing Limited, Leeds, pp. 239-253. https://doi.org/10.1016/S1479-3660(03)80018-5