@mastersthesis{jackson_effects_2018,
	address = {St. Paul, Minnesota},
	title = {Effects of {Collaboration} on {Elementary} {Teachers}},
	url = {https://sophia.stkate.edu/maed/263},
	abstract = {This action research study investigated the effects of bi-weekly, guided, intentional and collaborative classroom material development on the teaching practice of elementary teachers. The study was conducted at a private Montessori school of 125 students, and two elementary teachers participated. Data was collected using a variety of research tools including participant self-assessments, a prepared environment rubric, post-collaboration meeting reflection pages, daily reflection pages and a final conference with the teachers at the end of the research period. Both teachers expressed positive feelings towards the collaborative approach of enhancing their classrooms. The teachers also appreciated the ability to share ideas and best practices with a fellow professional colleague in a targeted area. As the study progressed, the teachers were less likely to share specific information on the daily reflection pages, and student engagement that was anticipated as a result of the subject area enhancements were not as significant as hoped for. The format of these collaborative meetings in a specific subject area could be used in the future as a successful team building mechanism for the entire school staff. Also, these targeted times could encourage material making and beautification of environments throughout the school year.},
	language = {eng},
	school = {St. Catherine University},
	author = {Jackson, Meghan M.},
	year = {2018}
}

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