The school district in Limestone, Maine, has a partnership with the nearby branch of the state university to improve the skills of experienced, but not completely effective, teachers. An education professor serves as a peer coach, focusing on specific needs of specific teachers, once a month. (MLF)

A Brown University program paired language teachers with undergraduate students who have returned from study abroad to assist in language and cultural instruction. The returning students, who shared a better understanding of their peers' language-learning problems, were found to be more effective assistants than native German-speaking foreign…

In an interview, Bruce Joyce discusses the value of peer coaching and how it can be used effectively to train and develop teachers. (MD)

Describes the inservice teacher training program developed by the Lennox School District for first- and second-year teachers and experienced teachers new to the district. It combines training workshops with a continuing teacher/coach relationship emphasizing positive reinforcement. (MD)

By working more closely and intensively with a few students, particularly in leadership training, campus activities educators can multiply the effects of their efforts and find the time they need to face new challenges. Mentor programs, workshop leaders, campus leaders roundtables, etc. are described. (Author/MLW)

Examination of the effectiveness of a classroom approach to foreign language (Spanish) learning indicated that, although students apparently preferred to work in groups, there was no significant difference between achievement of students who worked in groups or those who worked independently. (CB)

Cites personal experience and research which supports peer group work in spelling, noting this method provides an opportunity to create linkages between reading, writing, and spelling instruction. Suggests strategies for implementing an individualized spelling program. (NH)

A teacher describes writing activities for second graders that encouraged development of writing skills and enthusiasm through writing conferences, peer support, and sharing. (CB)

Describes several situations in which elementary and secondary school students successfully use adult level software in learning situations. Suggestions on how to teach students to use adult level software are presented and the advantages of such use are discussed. (MBR)

Related how partner-learning is an effective means of individualizing instruction. Describes PLUS (Partner-Learning in Understanding Science), an activity-centered, fact-based approach to science instruction. Provides suggestions for this program's organization and implementation. (ML)

This exercise will help secondary students work through their fears about nuclear war. It consists of a brief introduction by the teacher, questions that the teacher asks the students, students sharing with partners after each question, and students sharing with the whole group following the partner-sharing. (RM)

Compares the performance of students who cooperated on an instruction writing task with that of students who worked alone. Concludes that cooperating dyads can improve the communicative quality of their instruction writing. (FL)

Students perform better under the multiple final method (MFM) of teaching statistics. MFM covers all course material in five weeks. Students who do well on the final are excused from further course work, but are required to tutor their peers. Other students have the opportunity to repeat the course several times. (RM)

School counselors have been encouraged to implement peer facilitator groups, however, it is important for counselors to consider the developmental needs of the students involved. Through systematic and carefully planned selection, training, and supervision of students, counselors can encourage middle graders to reach out and help each other grow…

A teacher gives insight into the benefits of teaching a combination class. Students of different levels learn to think of themselves as multilevel people, sometimes helping their peers, other times receiving help. Suggestions for planning for two different levels are offered. (DF)