The Total Quality Management (TQM) approach is defined and its implementation at the University of North Carolina-Charlotte in undergraduate admissions is described. Benefits and challenges of TQM are discussed, first from the perspective of the manager responsible for TQM, then from that of a front-line staff member and TQM team member.…

This paper presents educational collaboration as a structured process and interactive relationship among individuals that focuses on multiple outcomes in a school's organizational structures. The paper describes characteristics of a collaborative school and the professional behaviors that support collaboration; outlines strategies that facilitate…

This paper presents a model for the full integration of children with severe speech-language problems into the regular classroom. It describes characteristics of this population, structure and roles of the collaborative teaching teams, the critical importance of administrative and parental support, and the active involvement of the staffing team.…

This article discusses a collaborative effort between a speech-language pathologist and a regular third-grade teacher, with the goal of improving communication skills of students throughout the school. Students needing speech-language services were taught specific skills in individual pull-out sessions and general communication skills in regular…

Two university professors describe how they train teachers to use cooperative learning (CL) in the classroom. The article discusses the historical development and present implementation of CL, teacher role, and the conceptual/essential components approach. It also explains how teachers can gain expertise and defines a cooperative school. (SM)

To promote successful cooperative learning in the classroom, preservice teachers need to learn to establish classroom environments emphasizing team goals and individual accountability. They must also examine their concept of classroom management style and the need for direct instruction of student social skills. (SM)

Outlines the views of three scholars on cooperative learning: cooperation in content areas (team-assisted individualization and cooperative integrated reading and composition); grading techniques (e.g., individual score plus group bonus points, group scores, and scoring only one member's paper); and structuring social interaction (round robin,…

This reply to a commentary (EC 600 858) on a previously published paper (EC 230 267) dealing with the regular education initiative (REI) argues that a critical element in managing mainstream classrooms is use of team approach, that existing visions of the future are tenuous, and that integrated student placement is a preferred condition but not…

This study examined transdisciplinary teaming as a means to enhance integrated related service instruction for individuals with disabilities. Results of a survey of 12 preservice students studying special education or adapted physical education indicated that their perceptions and comfort in working across disciplines were more positive after…

Early intervention professionals (n=26) reported that they spend more time with families from cultural backgrounds other than their own in eliciting concerns, attempting to understand the family's needs and customs, and explaining the Individualized Family Service Plan process. Families from lower socioeconomic and educational backgrounds were…

This survey of 31 speech-language pathologists who had adopted or were considering adopting integrated service delivery models examined their perceptions of their expertise; classroom teacher expertise; types of speech and language services provided in classrooms; characteristics of students served; and advantages and disadvantages of integrated…

This paper points out the importance of special educators' communication skills in effective collaboration. The basic components of face-to-face communication are discussed, emphasizing the role of the speaker and listener. An explanation of the process of active listening is also included, noting possible verbal and nonverbal listener responses.…

Three administrative building blocks for supporting collaborative processes in schools are discussed: program advocacy based on a school climate of trust and good communication between staff and administration, visible participation by administrators to build credibility, and support for maintenance and durability of the program. (JDD)

This study of the image of resource teachers measured the attitudes of 600 administrators and teachers in Queensland (Australia) secondary schools and colleges. Resource teachers enjoyed a strongly positive image, and a more positive image of resource teachers was held by those who used their services than by those who did not. (Author/JDD)

In the Cooperative Teaching Project, regular education teachers have primary responsibility for academic needs of students at risk in grades K-3, special educators provide supplemental classroom instruction, and student progress is monitored using curriculum-based measures. Evaluation outcomes indicate the model's positive effect on student…