Dæmi um rannsóknir á teymiskennslu

Aliakbari, M. og Nejad, A. (2013). On the effectiveness of team teaching in promoting learners’ grammatical proficiency. Canadian Journal of Education, 36(3), 5‒22.

Alspaugh, J.W. og Harting, R.D. (1998). Interdisciplinary team teaching versus departmentalization in middle schools. Research in Middle Education Quarterly, 21(4), 31‒42.

Anna Steinunn Friðriksdóttir. (2015). Samvinna og sveigjanleiki: Teymiskennsla í skóla án aðgreiningar (óútgefin meistarariterð). Akureyri, Háskólinn á Akureyri.

Bolaji, O.A. og Adesina, A.E. (2011). Reforming basic science teaching and learning in primary schools through mutual team teaching: A study of Oyo East Local Government Area of Oyo State. International Journal of Academic Research in Business and Social Sciences, 1(3), 456‒466.

Boyer, S. J. og Bishop, P. A. (2004). Young adolescent voices: Students’ perceptions of interdisciplinary teaming. RMLE Online: Research in Middle Level Education, 28(1), 1–19.

Bronson, C. og Dentith, A. (2014). Partner teaching: A promising model. Education, 134(4), 506‒520.

Bullough Jr., R. V., Young, J., Birrell, J. R., Clark, D. C., Egan, W., Erickson, L., … Welling, M. (2003). Teaching with a peer: a comparison of two models of student teaching. Teaching and Teacher Education, 19(1), 57–73.

Carless, D. (2006). Collaborative EFL teaching in primary schools. ELT Journal, 60(4), 328‒335.

Carley, H. F. (2013). Team teaching styles utilized in Japan: Do they really work? Journal of International Education Research, 9(3), 247‒252.

Chang, L-C. og Lee, G. C. (2010). A team-teaching model for practicing project-based learning in high school: Collaboration between computer and subject teachers. Computers & Education, 55(3), 961‒969.

Coke, P. K. (2005). Practicing what we preach: An argument for cooperative learning opportunities for elementary and secondary educators. Education, 126, 392–398.

Crow, G. og Pounder, D. (2000). Interdisciplinary teacher teams: Context, design, and process. Educational Administration Quarterly, 36(2), 216‒254

Dee, J. R., Henkin, A. B., og Singleton, C. A. (2006). Organizational commitment of teachers in urban schools: Examining the effects of team structures. Urban Education, 41(6), 603‒626.

Dugan, K., og Letterman, M. (2008). Student appraisals of collaborative teaching. College Teaching, 56(1), 11‒15.

Eaton, P. og Carbone, R.E. (2008). Asking those who know: A collaborative approach to continuing professional development. Teacher Development, 12(3), 261–270.

Fujimoto-Adamson, N. (2010). Voices from team-teaching classrooms: A case study in junior high schools in japan. Business Communication Quarterly,73(2), 200‒205.

Gaytan, J. (2010). Instructional strategies to accommodate a team-teaching approach. Business Communication Quarterly, 73(1), 82‒87.

Goddard,  Y. L.,  Goddard, R. D. og Tschannen-Moran, M. (2007).  A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public. Elementary Schools Teachers College Record, 109(4), 877‒896.

Gunn, J. H. og King, M. B. (2003). Trouble in paradise: Power, conflict, and community in an interdisciplinary teaching team. Urban Education, 38(2), 173‒195.

Haghighi, J. K. og Abdollahi, K. (2014). On the efficacy of team teaching and station teaching in the enhancement of students’ reading comprehension in an EAP Situation. Procedia – Social and Behavioral Sciences, 98(6), 882–890.

Jang, S-J. (2006). The effects of incorporating web‐assisted learning with team teaching in seventh‐grade science classes. International Journal of Science Education, 28(6), 615‒632.

Jang, S-J. (2006b). Research on the effects of team teaching upon two secondary school teachers. Educational Research, 48(2), 177–194.

Johnson, B. (2003). Teacher Collaboration: good for some, not so good for others. Educational Studies, 29(4), 337‒350.

Jones, C. (2009). Interdisciplinary approach – advantages, disadvantages, and the future benefits of interdisciplinary studies,” ESSAI, 7. Sótt á http://dc.cod.edu/essai/vol7/iss1/26

Little, A. og Hoel, A. (2011). Interdisciplinary team teaching:  An effective method to transform student attitudes. The Journal of Effective Teaching, 11(1), 36‒44.

Main, K. (2007). Conflict in middle school teaching teams: Friend or foe? Australian Journal of Middle schooling, 7(1), 12‒16.

Main, K. (2012). Effective middle school teacher teams: A ternary model of interdependency rather than a catch phrase. Teachers and Teaching, 18(1), 75‒88.

Miller, B. A.(2013). Joining forces: A collaborative study of curricular integration. International Journal of Education & the Arts, 14, 1‒24.

Murata, R. (2002). What does team teaching mean? A case study of interdisciplinary teaming The Journal of Educational Research, 96(2), 67–78.

Park, S., Henkin, A. B., Egley, R. (2005). Teacher team commitment, teamwork and trust: exploring associations. Journal of Educational Administration, 43(5), 462‒479.

Pounder, D. G. (1999). Teacher teams: Exploring job characteristics and work related outcomes of work group enhancement. Educational Administration Quarterly, 35, 317‒348.

Ronfeldt, M., Farmer, S. O., Mcqueen, K.  og Grissom, J. A. (2015). Teacher collaboration in instructional teams and student achievement. American Educational Research Journal, 52(3), 475‒14.

Rubin, L og Hebert, C. (1998). Model for active learning: Collaborative peer teaching. College Teaching, 46(1), 26‒30.

Thousand, J. S., Villa, R. V og Nevin, A. I. (2006). The many faces of collaborative planning and teaching. Theory Into Practice, 45(3), 239‒248.

Þórhildur Helga Þorleifsdóttir. (2013). „Það er ofboðslegur línudans“: Hlutverk skólastjóra við innleiðingu teymisvinnu kennara (óútgefin meistararitgerð). Reykjavík, Háskóla Íslands.

20.6.2016 – IS