Abstract
Purpose. Successful and unsuccessful elementary school Student Study Teams (SSTs) utilizing the Mt. Diablo/SERN model, were investigated to determine whether they differ in the implementation of the model and in group developmental level. Also, differences in principals' perceptions of the benefits of SSTs were studied. Methodology. A case study method was used with twenty-two SST trained elementary school teams in the Los Angeles Unified School District. Team data were collected using archival data, questionnaires, observations and interviews. A questionnaire was used to gather principals' perceptions of the benefits of teams. Findings and conclusions. (1) There were no significant differences between successful and unsuccessful teams in the implementation of the model. (2) There were no significant differences in the level of development between successful and unsuccessful teams. Most teams rated themselves high in task function performance, but moderate in personal relations. Observers' ratings did not consistently differentiate between groups. (3) Classifying teams as successful or unsuccessful based on a Service Index Score was not useful. It did not predict how well teams would: implement the model; mature as a group. (4) Fourteen teams could be classified as successful, if implementation of the SST model, positive growth in group development and/or principals' perceptions of benefits were used as success criteria rather than the study's operational definition. (5) There were no significant differences in principals' perceptions of the benefits of SSTs between schools with successful teams and schools with unsuccessful teams. The highest rated benefit of SSTs was, "It provides a systematic way of dealing with students' problems." Recommendations. Districts intending to implement teams need to expend resources on planning the implementation phase before teams are introduced into a school. Team members need to receive the training the Mt. Diablo/SERN model provides in team theory, group dynamics, communication skills, and decision-making techniques. Research should be conducted to develop a more comprehensive evaluation battery of instruments, which focuses on operational and interpersonal factors, and provides consistent measures of Student Study Team implementation and group development. Team success should be defined in terms of the quality of team activities, not the quantity.