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A case study of a high school's development of teacher collaboration through interdisciplinary curriculum planning.


Job-embedded opportunities for teacher collaboration have been cited as successful ways for promoting teacher learning, which in turn will promote increased student learning (Little, 1990). Researchers and theorists cite properly supported collaboration as key to lasting school improvement (Dufour & Eaker, 1998; Louis & Kruse, 1995; Hargreaves, 1994; Fullan, 1990; Little, 1990). In order for the practice of collaboration to be implemented in schools, an environment must be created to support the collaborative efforts. Dufour and Eaker (1998) credit creating an environment conducive for teacher collaboration as "the single most important factor" for successful school improvement initiatives (p.117).