Describes a collaborative partnership between a special education professor and a general education professor within a program that highlights the integration of two courses: Academic Curricular Adaptations and Elementary Social Studies Methods and Curriculum. The article discusses the coteaching model and describes the integrated curriculum and…

Describes an experimental study of preservice teachers who developed an instructional plan for a case study within the Multiple Intelligent Mentors Instructing Collaboratively (MIMIC) computer-based environment. Discusses systematic instructional planning (instructivist agent); constructivist agent; metacognitive awareness; attitude; and…

Reports a case study in which Hong Kong elementary teachers were introduced to a new curriculum approach for designing and teaching General Studies. This collaborative approach to professional development emphasized teacher participation in the change process. Overall, this professional development strategy was feasible, and teachers conducted…

Describes the implementation of a mentoring practicum model (MPM) developed at the National Taitung Teachers' College in Taiwan. The cooperative team involved college supervisors, student teachers, and elementary school teachers. Under the MPM, student teachers developed their own teaching knowledge and skills through cooperative learning and…

Discusses how as inclusive efforts became more prevalent in the 1970s, 80s, and 90s, the Individualized Education Program (IEP) came to be considered a key factor in achieving high quality services and instruction for students with disabilities. Describes a technique, the Summary of Individualized Objectives (SIO), for making IEP goals and…

A study examined co-teaching in secondary classrooms by interviewing and observing six secondary special educators in co-taught and special education classrooms. The educators took on various roles when co-teaching and in three of the four roles they assumed, they participated in some aspect of instruction to the general education class. (Contains…

Responds to Arcilla's article, "Why Aren't Philosophers and Educators Speaking to One Another?" denying there was ever much of an engagement between professional philosophers and educators but noting there was an audience for philosophy of education, particularly when addressing broad educational aims that could drive policy. The essay…

Describes how the collaboration of teachers with different educational philosophies and a monthly joint project led to the development of a trial multiage classroom with pre-first and pre-kindergarten students. Maintains that differences in educational philosophies can help provide the means to create a balanced environment for children and…

Describes the collaborative team teaching of an interdisciplinary graduate course for preservice teachers, offering guidelines for faculty wishing to undertake collaborative teaching in higher education: develop the course, establish mutual respect and trust, meet regularly as a team, process the experience, promote commitment, agree on evaluation…

Explores what educators can do to facilitate effective collaboration with aides who are providing one-to-one support for mainstreamed children with such disabilities as autism and pervasive developmental disability. Emphasis is on the importance of effective planning, careful identification of roles and skill areas, and supervision. (DB)

Suggests ways that teachers can inspire their colleagues to do quality work, noting what to do and what to avoid. The suggestions include: sharing information but not preaching, walking the talk, creating and sustaining energy within the building, developing a collegial communication style, making connections beyond the building, and promoting…

Surveys of faculty members in 13 Colorado schools, colleges, and departments of education investigated their attitudes, perceptions, and experiences regarding faculty-to-faculty mentoring. Results indicated no significant differences in attitudes or mentoring behaviors by gender or faculty rank and few differences by type of institution.…

Describes one professor's relationship with her mentor over the years, highlighting the friendship that developed and examining ways in which the mentor taught her how to persevere with her own purposes, even in the face of extreme critical opposition, as a student and junior scholar in the philosophy of education and gender. (SM)

Describes a study of the conceptual and physical aspects of teacher collaboration in urban and rural schools in South Africa. The findings provide comparative information on how teacher collaboration has been influenced by historical and political factors, various school cultures, and artificial and real organizational divides. Contains 21…

Describes the use of a variety of strategies to teach estimation and other mathematics concepts in an inclusive urban fifth-grade classroom. The collaborative program (involving the teacher, the mathematics consultant, and the special-education consultant) utilized cooperative learning, estimation techniques, calculators, graphic organizers, links…