This article discusses how a first-grade inclusive classroom immersed students in multiple sign systems to foster literacy, including art, drama, and music, science, and movement activities. The second part profiles a boy with learning difficulties and what was learned about him in an attempt to take an aesthetic stance toward assessment.…

Describes how instructors at two different colleges in Montana (a tribal college and a distant community college) collaboratively teach composition courses (using the same reading and assignments, and doing peer revision for each other). Describes how this approach breaks through cultural, ideological, intellectual "containments;"…

Describes how focus groups that included 32 special and regular education teachers were used in conjunction with questionnaires to evaluate and revise a Collaborative Teaching Master's Program. The use of focus groups to complement the use of questionnaires in the revision and improvement of programs is discussed. (Author/CR)

Evaluation of a collaborative service delivery model involving a speech-language pathologist and regular teachers of two inner city primary grade classrooms found that, in comparison to standard practice control classrooms, experimental students showed superior gains in receptive vocabulary, expressive vocabulary, beginning sound awareness, and…

Describes a university curriculum integration project for education and noneducation majors that pairs a preservice course in educational foundations with a general education course in sociology. The courses include discipline-specific objectives but are taught using collaborative pedagogy. The centerpiece is an integrative, field-based research…

Describes three key factors in restructuring at the University of Missouri-Saint Louis School of Education (collaboration, partnerships, and community building), asserting that if education, particularly teacher education, does not heed the signals issuing from the workplace and the public, those who prepare professional educators run the risk of…

Investigated the impact of Professional Development School (PDS) activities on elementary student writing and mathematics achievement (using collaborative teacher research) after 2 years of school and university researcher participation, describing processes and outcomes of two PDS writing and mathematics skills programs. Focus group interviews…

This study investigated the effectiveness of Project RIME, a project designed to support teachers in integrating more explicit instruction for children at-risk for reading failure into their curricula. Although the 11 teachers became more positive and knowledgeable toward using explicit instruction, their orientation toward implicit and…

Proposes a curriculum for teacher learning over time, examining the fit between conventional teacher education, induction, professional development, and the challenges of learning to teach in reform-minded ways. The paper examines: central tasks of teacher preparation, induction, and development; how well conventional arrangements address these…

General education teachers serving on teams that support children with developmental concerns in schools were surveyed about attitudes concerning teamwork. Central themes emerged relative to perception about benefits, limitations, and supports. Respondent recommendations for improvement of teamwork related to management, organization, and…

Broad (1999) observed that "troubled borders crisscross the geography of teacher preparation in English" (p. 373), calling for collaboration where preparation is a university responsibility (Gregorian, 2001). This research documents a three-year complex case study that addressed the question: What happens when English, education, and high school…

To refocus its professional development plan, Chaska Middle School East (Minnesota) looked at where student achievement was lagging. Using the Killion back-mapping model, a student-focused, data-driven, multi-step process by which teachers gather and study student data to determine where professional growth, development, or training is most…

Helping young children see themselves as learners and movers requires mutual cooperation and support among teachers, families, and children. Physical educators at the University of North Carolina-Greensboro, in collaboration with pre-K teachers at two local schools, created the Tots in Action program for that purpose. The authors tell how the…

Teachers from an urban public high school and from a preK-12 private school in one metropolitan area discussed selections from John Dewey's works on education, art, and experience, in small study groups between 1996 and 1998. I facilitated these study groups as a joint inquiry with teachers about connections between Dewey's aesthetics and thinking…

Principals are the leaders of their schools, they are responsible for both student and professional learning. With thought, organization, and communication, welcoming and assisting beginning teachers as they enter their new profession can be done efficiently and effectively. An administrator who not only understands the difficult induction year,…