What Makes Interdisciplinary Teams Effective?

Middle School Journal

Volumn 31, Issue 4, 2000, Pages 53-56

  Flowers, Nancy ^a   Mertens, Steven B ^a   Mulhall, Peter F ^a  

^a UNIVERSITY OF ILLINOIS AT URBANA CHAMPAIGN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 35548981454     PISSN: None     EISSN: 23276223     Source Type: Journal    
DOI: 10.1080/00940771.2000.11494640     Document Type: Article

References (6)

1. Erb, T. O., & Doda, N. M., (1989). Team organization: Promise—practices and possibilities. Washington, D.C.: National Education Association.
2. Felner, R. D., Jackson, A. W., Kasak, D., Mulhall, P., Brand, S., & Flowers, N., (1997). The impact of school reform for the middle years: Longitudinal study of a network engaged in Turning Points-based comprehensive school transformation. Phi Delta Kappan, 78(7), 528–532, 541–550.
3. Felner, R., Mertens, S. B., & Lipsitz, J., (1996). Assessment of middle grades education in Michigan: A report to the W. K. Kellogg Foundation's Middle Start Initiative. Urbana, IL: University of Illinois.
4. Flowers, N., Mertens, S., & Mulhall, P., (1999). The impact of teaming: Five research-based outcomes of teaming. Middle School Journal, 31(2), 57–60.
5. Mertens, S. B., Flowers, N., & Mulhall, P., (1998). The Middle Start Initiative, Phase 1: A longitudinal analysis of Michigan middle-level schools. (A report to the W. K. Kellogg Foundation). Urbana, IL: University of Illinois.
6. Warren, L. L., & Muth, K. D., (1995). The impact of common planning time on middle grade students and teachers. Research in Middle level Education Quarterly, 18(3), 41–58.