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Copyright by James Alan Therrell 2004 Copyright by James Alan Therrell 2004 The Dissertation Committee for James Alan Therrell certifies that this is the approved version of the following dissertation: IDEAS FROM A BALANCED “FAMILY”: THE FOUNDING AND PRACTICE OF A TEACHER COLLABORATION Committee: __________________________________ Stuart Reifel, Supervisor __________________________________ Elaine Fowler __________________________________ Norville Northcutt __________________________________ Anthony Petrosino __________________________________ David Schwarzer IDEAS FROM A BALANCED “FAMILY”: THE FOUNDING AND PRACTICE OF A TEACHER COLLABORATION by JAMES ALAN THERRELL, B.A., M.S. DISSERTATION Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY THE UNIVERSITY OF TEXAS AT AUSTIN MAY, 2004 DEDICATION To those who, despite bearing the greater burden, provided the most support: my wife, Lan Huong, and my five-year-old, Vanessa Hoa. ACKNOWLEDGEMENTS No profound journey is ever trod without timely support from many sources. In my case there were many valued sources that, through working together in caring ways, helped to propel me, day by day, further down an arduous path toward this Ph.D. I first want to honor my family: for a mother who always told me, regardless of the challenge, “You can do it!” and for a father, though having passed away over twenty years ago, who was with me during the most difficult of times, lending me his will and his discipline to see the job through; and for two amazing siblings, who were both contributing advisors on the final manuscript: Jan, for her insights as a veteran school teacher and administrator, and Bob, for his critical thinking from an attorney’s point of view. I was lucky to have parents and siblings who cared so much. Second, my genuine appreciation goes to my supervisor, Dr. Stuart Reifel, who was so encouraging, insightful, and timely in his support of my efforts. His Socratic approach and pregnant pauses, along with pivotal pushes for excellence from my committee members, are just a few examples of the many ways that he and my committee helped me to think and act like a scholar. Such an endeavor to elevate critical thinking “touches eternity,” and I thank each of you for such a timeless gift. I also thank Dr. Joe Frost for his push to start this journey, as well as for his forthright guidance and support. Third, I am indebted to the three teachers who welcomed me so warmly into their lives and their lively classroom. When it came time to sit down for another interview, read the next transcript, or review the next chapter, Heather, Margret, and Katerina, always came through. They were consistently direct, remarkably eloquent (including v Katerina’s English as a second language!), and intently focused in every attempt they made to help me with this study. We developed a heartfelt bond and a keen mutual respect for one another in the two years that I’ve known them. I can’t thank you enough. Finally, I want to thank my peer reviewers, Archie Wortham and Michelle LeSuer, for their advice and assistance in the conduct of my inquiry, and the timely support of Laura Havlick in the office of Early Childhood Education—and for putting up with my periodic antics. And last but not least, thank you to the many friends who kept asking about my progress and encouraging me to finish—what wonderful supporters, all. vi IDEAS FROM A BALANCED “FAMILY”: THE FOUNDING AND PRACTICE OF A TEACHER COLLABORATION Publication No.____________ James Alan Therrell, Ph.D. The University of Texas at Austin, 2004 Supervisor: Stuart Reifel Teachers practicing their profession in isolation, rather than in collaboration, remains a powerful, embedded tradition in American education. Researchers, also under the presumption of teachers isolated in classrooms, have directed few studies that develop or understand teacher collaboration, especially among general education teachers. In response to these circumstances, this study examined the context, content, characteristics, roles, challenges, and patterns, including time usage, of how three teachers founded and practiced their collaboration. The central participants in this case study were three teachers at a public charter school in central Texas, each teaching a K-1 class within the same specially designed classroom. From a constructivist perspective, I focused on how these teachers conducted their collaborative endeavors. Accordingly, I used naturalistic inquiry (Erlandson, et al., 1993) aimed at capturing the current and retrospective perspectives of the participants (via interviews), and which included participant-observation (fieldnotes and digital recordings of the teachers’ discussions) and relevant documents to augment data generation and triangulation procedures. I analyzed data inductively using mostly vii constant comparison and an interactive, iterative, and recursive consideration of data. My process with participants was collaborative, fostering substantive participant input and decisions from start to finish of the study. My portrayal of this teacher collaboration and its context followed Foley’s (2002) eclectic approach for producing “realist narratives” (p. 487). The chief findings from this study included how the three teachers: (1) practiced an unequal, yet balanced and satisfactory (to the teachers) exercise of power in their decision-making related to their collaborative endeavors; (2) created and employed a foundation of “familial collegiality” to support their generation and planning of ideas in relation to their curriculum and instruction, (3) the teachers established and developed complementary roles from the outset that helped them to sustain their long-term collaboration, (4) as they discussed ideas, the teachers conducted a modified version of a “reach-test” cycle, and (5) apportioned their time between collaborative tasks and relational activities in a ratio of five-to-one. viii TABLE OF CONTENTS LIST OF FIGURES & TABLES ………………………………………………..….. xiii CHAPTER ONE INTRODUCTION ……..…………………….……………… 1 RESEARCH CONTEXT & ISSUES ……………………………………………... 2 RESEARCH QUESTIONS ……………………………………………………...... 5 INITIAL DEFINITIONS & WORKING HYPOTHESES ………….………......... 7 GOALS & PURPOSES …………………………………………………………... 10 SIGNIFICANCE ……………………………………………………..…………… 12 POSITIONING IN RELATION TO TEACHER COLLABORATION…….......... 13 PROFESSIONAL EXPERIENCE …………………………………………….. 14 PERSONAL EXPERIENCE …………………………………………………... 17 LESSONS LEARNED …………………………………………………..…….. 18 CHAPTER SUMMARY ………………………………………………………..… 20 CHAPTER TWO LITERATURE REVIEW ………………………………….. 22 PART A: SITUATING TEACHER COLLABORATION ……………………… 23 PERSPECTIVES REGARDING TEACHER COLLABORATION…….…….... 23 QUALIFIED SUPPORT …………………………………………………….. 25 MEANING & USAGE ……………………………………………………….. 28 CONDITIONS AND CHARACTERISTICS FOR SUCCESS OR FAILURE …. 31 PART B: A SENSITIZING FRAMEWORK ……………………………….…… 37 HARGREAVES: A “MOVING MOSAIC” & “TENSIONS” ……………….… 38 DIPARDO: A “FLOWING STREAM” ………………………………….......... 39 ERICKSON: “MUTUAL HELP” …………………………………………….. 40 JOHN-STEINER: “CREATIVE COLLABORATION” ……………………..… 42 SUMMARY OF THE LITERATURE ……………………………..……….......... 43 CHAPTER THREE PARADIGM, METHODS, AND PROCEDURES …...… 45 A CONSTRUCTIVIST FOUNDATION TO QUALITATIVE INQUIRY ……… 46 SETTING …………………………………………………………………………. 47 PARTICIPANTS …………………………………………………………………. 50 QUALITATIVE RESEARCH APPROACH: NATURALISTIC INQUIRY ……. 51 CRITERIA FOR EVALUATING STUDY QUALITY ………………………….. 53 TRUSTWORTHINESS ………………………………………………………... 53 Credibility ………………………………………………………………… 54 Triangulation …………………………………………………………. 54 Prolonged Engagement ……………………………………………..... 55 Persistent Observation ……………………………………………….. 55 Member Checks ………………………………………………………. 56 Peer Debriefing ………………………………………………………. 56 Reflexive Journal ……………………………………………………... 56 ix Transferability ……………………………………………………………. 56 Audit Trail ………………………………………………………………... 57 AUTHENTICITY ……………………………………………………………… 58 ETHICAL TREATMENT OF PARTICIPANTS ………………………………. 61 Research Protocol ……………………………………………………….... 61 Fairness ………………………………………………………………….... 65 DATA GENERATION ………………………………………………………….... 66 METHODS ……………………………………………………………………. 67 Participant-Observation …………………………………………………... 68 Fieldnotes & Audio Recordings ………………………………………….. 70 Interviews: Individual & Focus Group ………………………..…………. 72 Documents & Artifacts …………………………………..……………….. 74 ANALYSIS: TRANSFORMING DATA …………………………………..…….. 75 CONSTANT COMPARISON ………………………..………………………... 76 Unitizing Data ……………………..……………………………………... 76 Emergent Code Designation ………………………….………………….. 77 Bridging & Extending Data …………………………….………………… 77 TEXTUAL FRAMEWORK …………………………………….………………... 78 DEMARCATIONS ………………………………………….………………… 79 RESEARCHER-AS-INSTRUMENT ……………………………………………. 80 ETIC-EMIC POSITION ………………………………………………………. 81 CHAPTER SUMMARY ………………………………………………………….. 84 CHAPTER FOUR FOUNDING TEACHER COLLABORATION ……………. 86 PART A: SCHOOL, CLASSROOM, AND TEACHERS ………………………. 88 ESTABLISHING A NEW SCHOOL ………………………………………….. 88 Curriculum & Instruction ………………………………………………… 92 Decision-Making …………………………………………………………. 94 Relating to Teachers ……………………………………………………… 98 SECTION SUMMARY ………………………………………………………... 102 THE K-1 CLASSROOM ……………………………………………………… 103 SECTION SUMMARY ……………………………………………………..…. 108 THE K-1 TEACHERS …………………………………………………...……. 109 Heather James ……………………………………………………………. 110 Margret Miller ……………………………………………………………. 113 Katerina Yost……………………………………………………………... 118 SECTION SUMMARY ……………………………………………………….
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