Discusses the unseen but essential qualities of team spirit that are necessary for success. Offers five learning activities to help build team spirit and develop high-performing teams. (JOW)

Theorists and practitioners report that success in school collaboration and team development is based, at least in part, on the personal relationship developed between colleagues and team members. A primary source of tension in working together reported by teachers and educational leaders is developing and sustaining a personal relationship in the…

A school board's ability to govern and the superintendent's ability to lead is undermined when an individual board member assumes the role of the Lone Ranger. While the Lone Ranger can be identified in several different ways, a few common styles of behavior are typically present. Those behavior styles are discusses in this article.

Action research in the critical paradigm involves a process of continual refection in and on action including the research process itself. In the second in a series of several papers we report on the day-to-day management of the QUIPPED project. The aim was to facilitate patient centred care through inter-professional collaboration with health…

This article discusses students' perceptions of the impact of technology integration in an interdisciplinary medieval English literature and multimedia course on developing higher-order thinking skills and team-building skills. The results indicate that undergraduate students in this course perceived generally strong support for development of…

Through research, data collection, and analysis, this descriptive project examined rural Missouri school board governance practices. The study focused on Missouri rural schools with a student population of 400 to 1000. Effective school board members, as questionnaire respondents, were identified as having served rural Missouri school districts…

This study evaluated a procedure for teaching facilitative communication skills in small groups whose membership included staff members from various professional areas. (Author)

In 1969, the author proposed that a teaching team should consist of a horizontally differentiated staff with team members trained in four distinct skill areas: 1) instructional design, 2) instructional interaction, 3) interpersonal design, and 4) interpersonal interaction. The present paper proposes, in addition, a vertically differentiated staff…

Systems Improvement Research (SIR) establishes a team composed of inside workers and outside consultants who jointly collect data and make plans for change. (Author)

Using teams is an effective way to meet the challenges of breaking down teacher isolation, halting curriculum fragmentation, and creating a learning organization. This guide is designed to help school leaders train groups to become teams, guide them to become high-performance teams, and empower them to become technology-based teams. It contains…

Efforts toward extending the latest diagnostic and therapeutic modalities of health care from the tertiary care centers for professional health education, complex diagnosis and treatment, and research to the secondary health care centers are described. (KP)

This study assessed the extent to which a one-time experiential intervention improved intercultural awareness and sensitivity among first-year medical students. The students participated in group activities in which they shared personal experiences, solved a hypothetical problem, and engaged in team building exercises. Post-intervention, students…

In 2006, representatives of the New Jersey Department of Education, the New Jersey School Boards Association, and the New Jersey Association of School Administrators, conceived a joint venture aimed at assisting board of education teams, including their superintendents, to function better as cohesive teams and foster improved academic achievement…

This study investigated the effects of team-skills training on collaborative learning in a university setting. Groups worked under one of three conditions: (1) groups received team-skill training as a group and remained in that group (Trained-Together), (2) groups received team-skills training, but were then reassigned into new groups…