This article was published in Teaching and Teacher Education, Vol. 26, Issue 3, Author(s): Anne Gregory, “Teacher Learning on Problem-Solving Teams“, Pages 608-615, Copyright Elsevier (April 2010).
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.
This article describes a prospective, mixed-method study conducted in the United States.
34 teachers participated in the study and 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.