Gives guidelines to the classroom teacher for collaborating with museum educators in planning and conducting an effective museum field trip. (SJL)

Presents a dozen descriptions of field-tested practices in cooperative teaching, which are based on a powerful instructional procedure incorporating four distinct stages of teaching and learning: initial instruction, guided practice, independent practice, and individual accountability. Suggests cooperative teaching provides educators and students…

Author considered what could be done to foster the need for thinking and acting internationally. (Author/RK)

Illustrates how effective, statewide educational reform can occur based on the Effective Schools Train-the-Trainer program implemented in South Carolina school districts. (JC)

We must recognize that, in the areas of law and politics, American citizens are basically uninformed, suspicious, and alienated. Educators should work in conjunction with legal authorities to provide experience-based law-focused education for all age groups. (Author/SJL)

Imagines the possibilities if middle school teachers worked together cooperatively for educational change. Provides data from one such collaborative effort experienced by two middle school teachers. Claims that such collaboration can be an exciting and challenging addition to many teachers' professional lives. (HB)

Describes a cooperatively developed student teacher orientation program in the Morristown, Tennessee schools. This model is not a finished product in the form of a packaged orientation, but a process model providing for different types of school-student teacher-university communication and feedback to evolve the orientation system. (Author/SJL)

Considers the collaborative teaching experience of a university professor and a fourth grade teacher, discussing the experience from the professor's, teacher's, and children's perspectives. Highlights the challenges and benefits of collaboration. (MM)

Action learning has a great potential for helping the adolescent grow to adulthood, but maximizing its benefits and minimizing its drawbacks requires a redefinition of high school curriculum by an ongoing partnership of school personnel, students, parents, and community representatives. (Author/SJL)

Outlines a year-long approach to monitoring student progress and soliciting help from parents and pupil personnel staff when learning problems develop. (SJL)

A program for improving relationships between professors of education and secondary school teachers was outlined. (RK)

Describes how the special education faculty and the general education faculty at Northwestern State University of Louisiana carried out a co-planning and co-teaching effort in four classes of the undergraduate elementary education methods block. Discusses key questions they considered, presents the model they developed for this process, and notes…