Teacher learning on problem-solving teams

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13 Scopus citations


Problem-solving teams address student difficulties. Teams comprised of teachers, specialists, and administrators identify the student problem, develop individualized interventions, and assess student change. Teacher experiences of teams are understudied. In a prospective, mixed-method study conducted in the United States, 34 teachers were followed through the team process. Interview coding showed that 60% of teachers reported they gained new intervention skills. Yet, 40% of teachers reported no professional benefits. Logistic regression showed that differences in teacher learning were partially explained by teachers' negative or positive expectations at the outset of the team. The expectancy effects have implications for teacher professional development.

Original languageEnglish (US)
Pages (from-to)608-615
Number of pages8
JournalTeaching and Teacher Education
Issue number3
StatePublished - Apr 2010
Externally publishedYes

All Science Journal Classification (ASJC) codes

  • Education


  • Mixed-methods
  • Prereferral intervention
  • Problem-solving teams
  • Professional development
  • Teacher characteristics
  • Teacher expectations


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