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…

Followed 9th grade teachers and their students as they began a teaming initiative to address urban educational challenges. Results showed that teaming meant the development of an ethos of collaboration manifested in everyday interactions among team members. This enhanced teachers' ability to transform their world of work, though their…

Schools and Staffing Survey data on public school teachers from 1987-88, 1990-91, 1993-94, and 1999-2000 show the percentage of special education teachers increased; their assignment to specific disabilities decreased; more worked in resource rooms or collaborative teaching and fewer in self-contained classrooms; 85% have special education…

This article describes how Problem-Based Learning (PBL) was used to help prospective teachers (1) define various disabilities; (2) learn teaching strategies for inclusion settings; and (3) value collaboration with other professionals. Quantitative and qualitative data on the PBL experience of 44 preservice teachers support the use of PBL in the…

Describes inclusive practices in four small, rural Wisconsin schools. These models focus on scheduling for cross-categorical programming, including students with challenging behaviors, coteaching, and practicing inclusion in high school. Includes philosophy of inclusion and program features for each model. Contains 24 references. (SAS)

This case study describes the inclusive education program of a student (age 12) with deaf-blindness. Critical factors associated with the program's success included direct administrative involvement, teachers' and peers' problem-solving skills, adaptations of materials and activities and the environment, effective teaming, and positive attitudes…

Articles published from 1980 to 1997 were reviewed on team teaching and school-based problem-solving teams which served students with special needs. Results suggest that research on both models lacks experimental designs and generally report student-based outcomes. Suggestions for continued research efforts are offered. (DB)

Describes a professional-development model implemented by a university and five inner-city elementary schools with high language-minority populations. The model involved volunteer primary-grade teachers trained in an integrated/language arts approach, regular contact with participating teachers, and establishment of collegial teams to provide peer…

Describes how three faculty members created a learning community at a nonresidential campus by creating and teaching a linked block of three core-curriculum courses (Composition 1, Speech Communication, and Cultural Anthropology) for incoming freshman students. Relates first-day class activities, describes the linking of assignments and communal…

Curriculum standards can help educators achieve important student outcomes. However, only through collaboration, empowerment, and leadership will meaningful school improvement occur. This paper examines the importance of (1) collaborative action research to help teachers assess and improve their own practice and (2) leadership support to encourage…

Summarizes trends for teacher professional-development research and standards documents. Identifies several characteristics common to science-education professional-development development programs that can be used to increase the likelihood of program implementation and success. Contains 63 references. (WRM)

Addresses the needs of higher education institutions relative to the Key Skills which will be established across the revised National Curriculum being introduced by the British government in September 2000. (WRM)