Six special educators at secondary level were observed and interviewed in their co-taught classrooms. The special educators took on roles ranging from providing support to the general educators to team teaching. Knowledge of content, attitude of the general educators, and scheduling issues influenced the role that each teacher took. (Contains…

A Portland (Oregon) elementary school, formerly designated a local "crisis school," has improved academic achievement through a combination of Total Quality Management, high expectations, and tough love. Quarterly assessments enable staff to keep track of each student and guide instructional decisions. Small classes, on-site professional…

At a Spokane (Washington) elementary school, ethnically diverse students perform well even though most come from difficult, low-income family environments. High expectations, student behavioral "self-management," a supportive environment, and teacher collaboration are key to this success. Multiple approaches to teaching cater to…

Eastern Michigan University's Collaborative School Improvement Program initiates school-level improvement by training teachers and administrators in collaborative decision making. A survey of professional staff in 14 participating schools revealed the importance of focusing on student learning outcomes, addressing attainment obstacles, and…

Used focus groups with 23 Head Start staff from 5 urban programs to identify naturally occurring strategies to cope with children's inappropriate behavior. Found that horizontally managed centers used a more collaborative approach, whereas vertically managed centers required that teachers consult with a gatekeeper before consulting with others.…

This study evaluated an in-class service model for third graders at risk of school failure in 13 schools. The model included collaborative consultation, cooperative teaching, parent involvement, and strategic and adapted instruction. Significant effects were found on writing scores for students at risk (but not students with learning disabilities)…

Describes the Teaching and Learning Collaborative (TLC) in Technology, which prepared preservice teachers to incorporate technology into lesson plans and supported inservice teachers' professional development with technology, offering a professional-development course, seminar sessions, and e-mail communication. Evaluation indicated that…

Investigated preservice and inservice teachers' attitudes toward CaseNET, a web-based, case-based learning environment. Analysis of participants' written comments indicated that they considered CaseNET an opportunity to engage in professional development via exploration, reflection, collaboration, and hands-on interactions with authentic teaching…

This article describes the Research Lead Teacher (RLT) model and its implementation over 3 years to train classroom teachers in research-based instructional and behavior management strategies. The RLT program included teacher study groups and a structured intervention involving the RLT in the requesting teacher's classroom. External evaluation…

Discusses how co-teaching is useful for teaching important aspects of teaching to preservice educators, presenting an episode of masterful questioning from a study about teaching and learning in a science classroom co-taught by an experienced science teacher and a preservice teacher completing an internship. Their work suggests that preservice…

The purpose of this study was to examine the relationship between different types of professional development, teachers' instructional practices, and the achievement of students in science and mathematics. The types of professional development studied included immersion, examining practice, curriculum implementation, curriculum development, and…

This interpretive case study describes a collaborative project involving a physics professor and a science educator. We report what was learned about factors that influenced the professor's development of teaching strategies, alternative to lecture, that were intended to promote prospective teachers' meaningful learning and their use of canonical…

This qualitative case study explores how collaborative teacher research serves as a professional development model for practicing teachers. The purpose of the study is to examine how participation in a collaborative teacher research group affected three French teachers' understandings of one state's foreign language standards, and to look at how…

In teacher education settings, the extent of collaboration is far less evident than in K-12 education. There is some evidence that suggests, however, that this may be changing. Teaming among higher education faculty has been identified as one way to provide teachers with greater exposure to diverse fields of knowledge and practice, as well as to…

Rather than focusing on teaching teachers, university researchers helped local teachers study what students thought about math and science ideas--with powerful results. As teachers understood what students were thinking, they modified their practices to promote deeper understanding. Their collaboration created bottom-up change.