This study investigated gender differences in beginning high school English teachers' views of mentors' roles and positive mentor-mentee interactions. Using phenomenological analysis, the researcher interviewed male and female beginning teachers in public and private schools. Respondents identified good and bad mentors. Their significant…

This report highlights the experiences of the Lighthouse Project, which successfully included students with disabilities in elementary, middle, and high school general education classes in a school district in southwest Tennessee. Drawing on findings from the Lighthouse Project, the report describes the following seven steps that must be present…

This study investigated 30 preservice teachers' journals for examples of the knowledge base for teaching, expectations for professional collaboration, and depth of reflectivity when discussing these issues. Content analysis was conducted on six journal questions intended to generate thought patterns in relation to professionalism in teaching.…

A study examined a group of Israeli teacher educators who met to develop a new integrative curriculum, investigating characteristics of the curriculum development process and of the planning group as a professional discourse community. Data sources included transcripts of 26 conferences throughout the year, participant interviews, and participant…

In this chapter, I describe my use of cooperative learning in the mid-1990s when I was teaching English to students in their final year at a secondary school in Singapore. I will first discuss how I came to learn about cooperative learning. Then, I will illustrate how I set up the classroom for cooperative learning and how I used it in the…

Provides 15 key questions that educators should consider in developing collaborative and inclusive schools. The questions are organized into three categories: general and philosophical questions pertaining to inclusion, questions about the basic mechanics of developing inclusion programs, and questions about the practical implementation of…

Discusses the collaborative efforts of a team of elementary school and university educators working within the context of a professional development school (PDS) to foster culturally responsible pedagogy, inspire reflective practice, and enhance student performance. Concludes that the PDS experience increases teacher effectiveness and…

Interviews were conducted with parents of 18 students with learning disabilities or behavior disorders following the first year of a junior high inclusion program based on teacher and student collaborative teams. Program aspects parents identified included personal attention for students, positive attributes of teachers, and improved student…

Examines effects of the 1990 Kentucky Education Reform Act from a caring, innovative elementary teacher's viewpoint. A court required KERA, the legislature created it, state officials regulate it, but teachers are directly responsible for working together to make reforms work. Unfortunately, the state has not provided enough direction to…

Focuses on a collaborative form of teacher education--pair teaching in the preservice training of English-as-a-Foreign-Language/English-as-a-Second-Language teachers in Hungary. The results of a longitudinal study of the relationship between the principles of pair teaching and its realization in group work are discussed. Data were collected…

Used the critical incident technique to study conditions that encourage or discourage teacher collaboration. Found that time, training, and organizational support were crucial to collaboration. Lack of structured support, pressures to "cover" curriculum and conduct testing, and traditions of tracking and separate-subject instruction discouraged…

This report describes implementation of the Combined Classroom Model to serve 28 students, including 3 with emotional/behavioral disorders (EBD) and 6 with learning disabilities. Staff included a general education teacher, a resource teacher, and three teaching assistants. Evaluation data indicated reduced problem behavior by EBD students and…

This article discusses prereferral consultation and intervention assistance in educating children with and without disabilities. The article focuses on the history, rationale, and philosophical perspectives of prereferral intervention and legal and public policy considerations. The article reviews studies evaluating Teacher Assistance Teams,…

Describes the teachers-as-learners concept employed by Expeditionary Learning Outward Bound's extended workshop on the Cherokee Nation Trail of Tears. Journal excerpts describing one teacher's experience are provided, along with lessons learned from treaty negotiations with a federal judge and Cherokee tribal representatives. "Summit"…

This response to a paper on teacher communication in cases of dual enrollment of preschool children in both early intervention and day care stresses a distinction between communication and collaboration, the importance of family permission and involvement in any cross-program communication network, and the responsibility of the early intervention…