Teacher Teaming in Middle Schools: Dilemmas for a Schoolwide Community

Abstract

This article presents an analysis of the experiences of four middle schools with interdisciplinary teams. The findings suggest that although teaming is often considered to be a vehicle for the development of community in schools, it may also present tensions for the development of cohesiveness across teams. The findings are presented in the form of dilemmas for middle school administrators who seek to develop a school wide community that can support both teacher and student development.

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