The Pontoon Transitional Design: A Missing Link in the Research on Interdisciplinary Teaming

Open Access
Publisher Website
Google Scholar
Abstract
The Pontoon Transitional Design was significant among team teaching efforts during the 1960s and early 1970s because it was a staff utilization model that placed emphasis on scheduling, grouping, instruction, and curriculum. This comprehensive model was a forerunner of many of the current teacher collaborative efforts. Ten studies of the Pontoon Transitional Design (two published in research journals, one published by a school district, and seven doctoral studies) were conducted in grades 7, 8, and 9 of middle schools, intermediate schools, junior high schools, and high schools between 1964 and 1972. Although the evidence for the pontoon as a more effective way to bring about student achievement was unclear, nine of the ten studies did show significance in favor of the pontoon group in at least one academic area or test. Findings in support of affective gains for both students and teachers were also found throughout the studies. The Pontoon Transitional Design has significance not only for its contribution to the “historical” research base on interdisciplinary teaming but also because it established some precedents that are important to researchers and practitioners in the 1990s.

This publication has 0 references indexed in Scilit: