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100   $a20180331d1992      uy             0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt
182   $cc
183   $acr
200 10$aEffective classroom teamwork $esupport or intrusion? /$fGary Thomas
210  1$aLondon ;$aNew York :$cRoutledge,$d1992.
215   $a1 online resource (257 p.)
300   $aDescription based upon print version of record.
311   $a0-415-08048-7 
320   $aIncludes bibliographical references (p. 230-236) and indexes.
327   $aBook 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 diary
327   $aGlossaryReferences; Name index; Subject index
330   $aGary 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.
606   $aTeaching teams$zUnited States
606   $aMaster teachers$zUnited States
608   $aElectronic books.
615  0$aTeaching teams
615  0$aMaster teachers
676   $a371.1/48
700   $aThomas$b Gary$f1950,$0893431
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910450997903321
996   $aEffective classroom teamwork$91995839
997   $aUNINA