Abstract
Relationships are explored between teachers' collaborative interactions and implementation of a complex, innovative instructional approach. The theoretical framework, drawn from organizational theory, leads to the prediction that teachers' use of collaboration will help them use non-routine teaching strategies. Thirteen elementary teachers were observed as they attempted to implement a complex science/mathematics program during one academic year. Findings revealed an association between the frequency of teachers' collaboration and the quality of their implementation only when collaborative meetings were structured. New directions are indicated for future research of structured collaboration.
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