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Lee, Ah-Gek Karen. Dept. of Education 2004 http://hdl.handle.net/2440/38209 Errata page inside front cover; Bibliography: leaves 246-254 This study uses a qualitative case study approach to investigate the conditions that promote or inhibit teacher collaboration and its implications for teachers' professional development and learning. Findings support the claims that teachers' collaboration can be fostered by the organisational structures and leadership practices through delegating decision making authority for teachers to take on leadership responsibility. Further, the study concludes that being involved in a variety of collaborative activities and opportunities for exposure to a wider range of educational and instructional problems are key factors for teachers' collaboration. Thesis (D.Ed.) -- University of Adelaide, Dept. of Education, 2004 128021 bytes application/pdf en A case study investigation of teacher collaboration : conditions and the relationship between teacher collaboration and teachers' professional development and learning / Ah-Gek, Karen, Lee. Thesis This electronic version is made publicly available by the University of Adelaide in accordance with its open access policy for student theses. Copyright in this thesis remains with the author. This thesis may incorporate third party material which has been used by the author pursuant to Fair Dealing exception. If you are the author of this thesis and do not wish it to be made publicly available or If you are the owner of any included third party copyright material you wish to be removed from this electronic version, please complete the take down form located at: http://www.adelaide.edu.au/legalsopen.access