02786oam 2200673I 450 991081537360332120230421043335.01-134-89463-51-134-89464-31-280-33833-40-203-32008-50-203-03814-210.4324/9780203038147 (CKB)1000000000249487(EBL)169551(OCoLC)264519920(SSID)ssj0000144435(PQKBManifestationID)11163454(PQKBTitleCode)TC0000144435(PQKBWorkID)10145898(PQKB)10445316(SSID)ssj0000294780(PQKBManifestationID)11229196(PQKBTitleCode)TC0000294780(PQKBWorkID)10315381(PQKB)10555458(MiAaPQ)EBC169551(Au-PeEL)EBL169551(CaPaEBR)ebr10060576(CaONFJC)MIL33833(EXLCZ)99100000000024948720180331d1992 uy 0engur|n|---|||||txtccrEffective classroom teamwork support or intrusion? /Gary ThomasLondon ;New York :Routledge,1992.1 online resource (257 p.)Description based upon print version of record.0-415-08048-7 Includes bibliographical references (p. 230-236) and indexes.Book Cover; Title; Contents; THE NEW CLASSROOM TEAMS; THE DYNAMICS OF TEAMS; CLASSROOM TEAMS: TEACHERS WORKING TOGETHER; CLASSROOM TEAMS: TEACHERS WORKING WITH NON-TEACHERS; A MODEL FOR ANALYSING CLASSROOM TEAMS; INVESTIGATING CLASSROOM TEAMS; THE EXTENT AND NATURE OF THE NEW TEAMWORK; TEACHERS, PARENTS AND ANCILLARIES IN TEAMS: HOW THEY MAKE THEIR ROLES; SUPPORT TEACHERS: THE CONSTRUCTION OF ROLES; DIARY OF A SUPPORT TEACHER; TEAM PERSONALITIES; A KEY TO THE PROBLEMS? TASKS TO BE FULFILLED BY THE TEAM; THE EFFECT OF DEFINING ROLES; OVERVIEW AND CONCLUSION; Appendix: Extracts from the diaryGlossaryReferences; Name index; Subject indexGary Thomas provides a guide for the new teams now working in the classroom. Identifying key areas of concern such as poor communication, he uses guidelines to improve the stresses and tensions which can arise.Teaching teamsUnited StatesMaster teachersUnited StatesTeaching teamsMaster teachers371.1/48Thomas Gary1950,1641130MiAaPQMiAaPQMiAaPQBOOK9910815373603321Effective classroom teamwork3985032UNINA