The Use of Interdisciplinary Teaming and its Influence on Student Self-Concept in Middle Schools

Greg P. Stefanich, Fred A. Wills, Ray Buss

Research output: Contribution to journalArticlepeer-review

4 Scopus citations


The present study examined the degree to which interdisciplinary teaming was implemented in middle schools and the resulting impact of interdisciplinary teaming on students' self-concepts. The degree of interdisciplinary teaming was measured by means of the stages-of-concern and level-of-use instruments that are components of the Concerns-Based Adoption Model (CBAM). Student self-concept was measured by the Piers-Harris Self-Concept Scale. Results showed that the majority of teachers and administrators in Iowa schools are at the early stages of usage of interdisciplinary team teaching. Approximately one-fifth of nonuser teachers use some elements of interdisciplinary team teaching. Students who attended middle schools with high levels of interdisciplinary teaming had higher self-concepts than students who attended middle schools with low levels of interdisciplinary teaming. Thus, interdisciplinary teaming appears to play a role in favorably mediating the self-concepts of middle school students.

Original languageEnglish (US)
Pages (from-to)404-419
Number of pages16
JournalJournal of Early Adolescence
Issue number4
StatePublished - 1991

ASJC Scopus subject areas

  • Social Sciences (miscellaneous)
  • Sociology and Political Science
  • Developmental and Educational Psychology
  • Life-span and Life-course Studies


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