Interdisciplinary Team Teaching (ITT) in the ACS Athens American Studies Combo

2021 ◽  
pp. 544-573
Author(s):  
Janet Karvouniaris ◽  
Hercules Lianos ◽  
David I. Nelson
Keyword(s):  
Team Teaching ◽  
American Studies ◽  
Interdisciplinary Team ◽  
Learning Collaborative ◽  
Inquiry Based Learning ◽  
Summative Assessments ◽  
Wide Range ◽  
Heterogeneously Grouped ◽  
Collaborative Structures ◽  
Integrated Team

The “Combo,” as it is popularly known at ACS Athens, is a team-taught American Studies interdisciplinary English and Social Studies course in which students are heterogeneously grouped in a unique blended learning environment. With differentiated instruction, teachers use a wide range of strategies to engage students of all abilities and backgrounds. Over two decades in the making, the integrated team-taught course instructors apply a constructivist approach, inquiry-based learning, collaborative structures, the latest technology, and creative approaches to engage students in the development of 21st century skills. This chapter traces the philosophy behind interdisciplinary team-teaching (ITT) at ACS Athens and its theoretical and research-based underpinnings to provide unique insights into its benefits and challenges. Three units of study are presented to illustrate organic differentiation, innovated blended teaching strategies, and formative and summative assessments in blended and virtual learning environments.

The Odd Couples: Interdisciplinary Team Teaching

1997 ◽  
Vol 2 (2) ◽  
pp. 29-42
Author(s):  
Sue Dinitz ◽  
Jack Drake ◽  
Shirley Gedeon ◽  
Jean Kiedaisch ◽  
Char Mehrtens
Keyword(s):  
Team Teaching ◽  
Interdisciplinary Team

scholarly journals Experiences with inquiry-based learning in an introductory mechanics course

2018 ◽  
Author(s):  
Devin R. Berg
Keyword(s):  
Lessons Learned ◽  
Student Response ◽  
Equilibrium Analysis ◽  
Static Equilibrium ◽  
Educational Approach ◽  
Engineering Technology ◽  
Student Work ◽  
Inquiry Based Learning ◽  
Technology Students ◽  
Wide Range

Inquiry-based learning is an educational approach that allows the student to take ownership over the education process by self-identifying a problem and formulating their own solution. The application of this method of teaching was explored in an introductory mechanics course taken by both engineering and engineering technology students. Students were tasked with applying the principles of fundamental static equilibrium analysis to objects found in their normal surroundings. The deliverable for this assignment consisted of a photograph of an object they found to be in static equilibrium and a short description of how the state of the object could be described mathematically. Student submissions for this task exhibited a wide range of quality and imagination. Examples of student work are presented along with discussion of lessons learned and recommendations for the use of this method in the future. The overall student response to this task was positive and thus these efforts will be expanded.

scholarly journals Leadership Styles of Principals and Teachers of Nigerian Unity Schools: Using School Environment as a Tool For School Achievement

2016 ◽  
Vol 4 (4) ◽  
pp. 98
Author(s):  
Khalil Yusuf Uthman ◽  
Yahya Bn Don ◽  
Abd Latif Kasim
Keyword(s):  
Transformational Leadership ◽  
School Improvement ◽  
Professional Learning ◽  
School Environment ◽  
School Achievement ◽  
School Level ◽  
Learning Collaborative ◽  
The North ◽  
Wide Range ◽  
Teachers And Students

Collaborative, non-traditional leadership practices have attracted little attention in research about sustainable school achievement in Nigerian unity schools.  The involvement of teachers in the administration of schools is well justified and arise from the need to boost school environment for the sake of attaining school achievement. The absence of teachers in the administration of unity schools impedes the proper attainment of school achievement. The purpose of this research is to reports on the outcomes of transformational leadership efforts in Nigerian unity schools aimed at enhancing the use of teachers in the administrative set-up.  This study was carried out in seven selected unity schools all located in the north-eastern part of Nigeria. The study used  Multifactor questionnaire 5x, School level environment questionnaire (SLEQ) and School Improvement questionnaire (SIQ) with 5 Likert-scale that involved the use of 800 questionnaires which were sent in which 790 were returned and 760 found valid for data analysis. Participants were drawn from a wide range of disciplines across the sampled schools. The establishment and operation of these school relied on a transformational leadership methodology by principals that facilitates acts of initiative, innovation, vision and courage through group interaction rather than through designated hierarchical roles. This research used the quantitative approach.  The study found out that transformational leadership approach is effective in overcoming problems associated with lack of involvement of teachers in the building of a fruitful environment capable of bringing a good school achievement through cultivating the habit of a transformational leader, the principals of unity schools enabled teachers and other stake holders to engage in peer-led professional learning, collaborative curriculum and pedagogical development, and to facilitate wider institutional change (school achievement). This paper demonstrates that the transformational leadership model for a high school achievement reported here is effective in building capacity for both teachers and students via involvement of teachers in building the environment. The model is flexible enough for a variety of institutional settings, and hence, recommends the use of teachers in secondary school’s administration.

Assessing Whiteness Scholarship: A Response to James Barrett, David Brody, Barbara Fields, Eric Foner, Victoria Hattam, and Adolph Reed

2001 ◽  
Vol 60 ◽  
pp. 81-92 ◽  
Author(s):  
Eric Arnesen
Keyword(s):  
Political Science ◽  
American Studies ◽  
Labor History ◽  
Final Word ◽  
Wide Range ◽  
The Subject ◽  
The Many

The valuable and thoughtful responses to my essay, “Whiteness and the Historians' Imagination,” illustrate the existence of a wide range of opinions on the emergence, claims, and methodologies of the whiteness genre in US and US labor history. Like Eric Foner, it is my hope that this scholarly controversy will mark the beginning of a much longer discussion that will draw in many more participants from history, American Studies, political science, and other disciplines. This is a debate that I believe is long overdue. While David Brody is certainly correct to note that readers have not been so “dazzled” that they could not be critical of whiteness scholarship, serious historiographical assessments of the genre's strengths and weaknesses have been scarce. This scholarly controversy, which aims at providing such an assessment, will not and should not be the final word on the subject. In this response, I welcome the opportunity to address a fraction of the many important issues raised by James Barrett, David Brody, Barbara Fields, Eric Foner, Victoria Hattam, and Adolph Reed.

Interdisciplinary Team Teaching: Rationale, Models, and Reflection

1976 ◽  
Vol 65 (7) ◽  
pp. 49
Author(s):  
Benjamin I. Troutman ◽  
Joyce H. Trump ◽  
JoAnn F. Hunter ◽  
Judith A. Clark ◽  
Larry Van Nostrand
Keyword(s):  
Team Teaching ◽  
Interdisciplinary Team

scholarly journals Innovative Delivery Of MBA Business Foundation Coursework: Does Integrated, Team Teaching Make A Difference?

2011 ◽  
Vol 2 (6) ◽  
Author(s):  
Harry J. Lasher ◽  
George E. Manners
Keyword(s):  
Student Achievement ◽  
Student Learning ◽  
Team Teaching ◽  
Viable Alternative ◽  
Business Programs ◽  
Integrated Team

Team-teaching is often viewed as a viable alternative to traditional delivery approaches in graduate business programs.  However there is little research to support the benefits of team-teaching from a student learning perspective.  This paper demonstrates that student achievement in “downstream” MBA courses is significantly improved when they complete integrated, team-taught business foundation courses.

scholarly journals Team Teaching an Interdisciplinary First-Year Seminar on Magic, Religion, and the Origins of Science: A ‘Pieces-to-Picture’ Approach

2017 ◽  
Vol 17 (1) ◽  
pp. 24-36 ◽  
Author(s):  
Melati Nungsari ◽  
Maia Christine Dedrick ◽  
Shaily Patel
Keyword(s):  
Case Studies ◽  
Team Teaching ◽  
Interdisciplinary Team ◽  
First Year ◽  
Interdisciplinary Teaching ◽  
First Year Seminar ◽  
Analyze Case

Interdisciplinary teaching has been advocated as a means to foster cooperation between traditionally separate fields and broaden students’ perspectives in the classroom. We explored the pedagogical difficulties of interdisciplinary team teaching through a first-year seminar in magic, religion, and the origins of science. Although many accounts in the literature suggest a more cohesive approach to interdisciplinary teaching, we first introduced the separate fields, their methodologies, and limitations before combining the insights from all three fields to analyze case studies relating to the main themes of the course. In this case study, we reflect on how this ‘pieces-to-picture’ method reduced student confusion when confronted with several disciplines in our classroom.

Multidiscipunary Management of Hypodontia

2017 ◽  
Vol 6 (1) ◽  
pp. 62-73 ◽  
Author(s):  
Michael O'Sullivan ◽  
Brian C O'Connell
Keyword(s):  
Patient Population ◽  
Interdisciplinary Team ◽  
Tooth Replacement ◽  
Key Factors ◽  
Single Tooth ◽  
Wide Range ◽  
Conservative Dentistry ◽  
Principles Of Treatment

Patients with hypodontia require a wide range of treatment, ranging from single tooth replacement to the restoration of multiple edentulous spaces in both arches. Treatment should involve an interdisciplinary team, as no dental speciality possesses the range of expertise required to optimally treat this patient population. This paper presents principles of treatment, key factors of assessment and multidisciplinary approaches to management of the hypodontia patient, including contributions from conservative dentistry.

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