An examination of relationships between alternative teaming arrangements, academic achievement, and self esteem for disadvantaged middle school students

Urban middle school students are failing and school officials are seeking ways to improve their academic performance. This case study addresses two fundamental beliefs associated with middle school reform, the importance of team teaching and student self-concept. This case study was conducted in one urban middle school in a large metropolitan area with disproportionate numbers of socio-economically disadvantaged students. Specifically, the study examined a selected teaming methodology to investigate the relationship of the teaming approach selected to improving the reading achievement and the academic self-concept of sixth grade learners receiving Title I funded services. The results of the case study did indicate improved reading performances for the students but did not demonstrate any improved academic self-concept between the two groups after the implementation of the selected teaming arrangement.