Four "fables" from the perspectives of four university collaborators describe the transformation of the original Mathematics and Science Collaborative Project (University of New Hampshire and four Durham, New Hampshire, middle and high schools) as its participants and leaders tried to balance the demands of an externally funded project…

Describes the Missouri Accelerated Schools Project and offers information about each component, suggesting activities that teams could use to develop the skills necessary to establish a collaborative culture. Five key components are necessary for productive school teams: establishing trust, developing common beliefs and attitudes, empowering team…

This article proposes a teaching model using story reading in a preschool class that includes children with specific speech language problems. A collaborative relationship between the speech language pathologist and the classroom teacher is urged. An extensive appendix categorizes clinical intervention uses for many popular children's books. (DB)

The Training Rural Educators in Kentucky through Distance Learning project at the University of Kentucky used team teaching in five courses in special education using distance learning technology. Describes five course delivery models: (1) lead/supplemental instructors, (2) multiple instructors, (3) guest lecture, (4) co-instructors with single…

Lesson study helps teachers use collaborative peer insight and feedback about student responses to instruction to develop high quality lessons. Combining lesson study with collaborative action research, Ohio middle school teachers developed exemplar lessons in the four-column writing method and found that the method significantly improved…

Describes the collaborative instruction provided by a special education reading teacher and a speech-language pathologist to disadvantaged high school special education students, most with learning disabilities or mild-to-moderate mental retardation. It discusses teaching issues such as motivation, phonology, language use patterns, and…

Describes collaboration of two teacher educators, one in early childhood language arts and one in computers in education. Discusses advantages and disadvantages and extensions of this model, including how a college-wide survey revealed that students in teamed courses are better prepared to teach and learn with technology. (DR)

Presents a model for Internet use in deaf education that recognizes the expertise of experienced teachers, enhances preservice teacher preparation, and develops instructional resources. Discusses barriers to teacher use of the Internet, educational Internet applications, three types of World Wide Web sites, and resources available via the Council…

Identifies two divisive patterns of tension within mentor-student teacher relationships (philosophical differences and tolerance for uncertainty) within a high school English teacher education program based on collaborative inquiry and teacher research. Interviews, observations, and written documents highlighted five differences in principles and…

Describes findings from several Florida research initiatives on diversity and school restructuring: (1) special education placement rates, suspensions/expulsions, dropouts, and academic achievement by ethnic group; (2) African American male students' concerns; (3) outcomes of children with disabilities when schools engage in school reform; and (4)…

Discusses strategies for successful inclusion of children with disabilities in general education classrooms. Describes necessary components and practices, including cooperative learning, strategy instruction, differentiated instruction, self-determination, explicit instruction, curriculum-based assessment, generalization techniques, collaboration,…

Describes collaborative involvement in a professional development school from the perspective of five people (one university educator and four school teachers) who took on new roles and responsibilities. Discusses tensions and balances, participants' differing states of readiness, and changes that collaboration initiated and supported. (SM)

Qualitative and quantitative methods were used to investigate interdisciplinary practices of 116 early intervention faculty. Faculty engaged in a small amount of interdisciplinary teaching in their preservice programs. Quantitative results indicated work environment variables were the strongest predictors of the level of interdisciplinary…

The University of New Mexico Child Care Center implemented a program for the care of infants and toddlers characterized by continuous care by primary caregivers. In addition to expected beneficial consequences for children, the program also produced two unexpected outcomes. Families developed a sense of community and mutual support, and teacher…

Examined the usefulness of formal teacher preparation for those with prior teaching experience, investigating the experiences of Stanford Teacher Education Program graduates. Five themes emerged as central to their learning (e.g., greater awareness of students in their classes who were struggling academically and how to help them, broader and more…