This study examined whether the effects of collaboration between schools and higher education would persist 1 year after discontinuation of an action research project. Participants were teachers and other district personnel who had completed an action research seminar the previous year. They completed a survey that compared their present attitudes…

Describes BRIDGE (Being Responsive to Individual Differences in General Education), a partnership between university faculty and two elementary schools that focuses on the collaborative practices and programs in general and special education. The program centers on four initiatives: teacher collaboration, family liaisons, teacher research and…

Presents a lesson-planning model for coteaching regular and special educators which is intended to guide planning for group and individual student needs simultaneously. The model involves a common theme topic and distinguishes among objectives, activities, and assessments that are either for all students, for most students, or for some students.…

Describes participants' experiences in collaboratively teaching a social studies methods course as part of a Professional Development School project, noting changes in participants' attitudes and apprehensions. Data from taped conversations, journals, and interviews indicated that weekly interactions and joint decision making helped surmount…

This article describes how preservice teachers have used SITE (Sharing Ideas about Teaching Effectively), a computer program that uses a hypertext environment to create a database of effective teaching tactics, to teach students with and without disabilities more effectively. Types of information found on SITE are illustrated. (CR)

Staff development is crucial in creating successful mentoring relationships in schools and districts. Four major tasks for staff developers when creating programs for mentors are: selecting and training mentors, matching mentors with proteges, setting goals and expectations, and establishing the program. Implications for staff developers are…

The Eugene (Oregon) Cadre develops school teams that can work together toward common goals. This volunteer group of teachers, administrators, staff, and parents is trained in organizational development. The paper describes the cadre and summarizes practices it has found useful in working with groups to promote teaming and collegiality. (SM)

Language samples from 14 students (ages 6-9 at study start) with communication disorders were obtained over a three-year period to determine the effectiveness of a language-in-the-classroom (LIC) intervention model. Results noted that students in the LIC model had more complete and intelligible utterances and fewer incomplete/unintelligible…

A State University of New York/Buffalo course entitled "American Pluralism and the Search for Equality" became the centerpiece of a new general education core curriculum. The origins, design, criticisms, and support for the course, and the role of faculty in the successful, long-term interdisciplinary effort are discussed. (MSE)

This article discusses ways a school in Saint Louis (Missouri) applies the theory of multiple intelligences in the curriculum. The article identifies seven potential pitfalls and describes how this school works around them. A brief summary of the seven intelligences is included. (SM)

At Queensland University of Technology (Australia), a cross-disciplinary faculty development network involves 13 teaching and learning interest groups representing 25 disciplines across 3 campuses. Groups meet monthly, using peer facilitators, to identify individual and collective areas of interest, reflect critically on teaching processes and…

Compares the beginning teacher identity of primary teacher trainees in Trinidad and Tobago, with the concept of the teacher image present in reform initiatives. Highlights the need for reform efforts to take into account the gaps between existing teacher identity images and those envisioned for the reformed system. (CAJ)

Survey of 256 administrators and teachers from rural midwestern schools revealed that most respondents, particularly special education teachers, strongly supported inclusion on a case-by-case basis as opposed to supporting full inclusion of all students. Stresses the importance of general and special educators being prepared to work…

The paper satirically describes three public school environments that promoted teacher collaboration. It examines the effect of teacher collaboration in the workplace and investigates the importance of two issues (time and authority) in shaping the extent to which collaboration can succeed. (SM)

Describes a university/school collaboration that helped tailor a curriculum for gifted Brazilian elementary students. Analyzes stumbling blocks, discusses circumstances favoring the emergence of collaboration, and notes benefits (fuller integration of theory and practice in education and establishment of a policy to provide for differences in…