College faculty can minimize problems in grading students' cooperative projects by carefully structuring the five basic elements of formal cooperative learning groups: positive interdependence; individual and group accountability; face-to-face promotive interaction; teamwork skills; and group processing. There must also be sufficient reason for…

A study explored the impact of structured team problem solving (STEPS) on 15 cognitive and social skills and examined learning outcomes among 26 undergraduates in a health science course. Results suggest STEPS can enhance problem-based learning (PBL) by improving task completion and group processes and may enable implementation of PBL in larger…

Although interdisciplinary approaches to complex problems are not new to Harvard University (Massachusetts), there is new interest in structured faculty collaboration. Some of the barriers to faculty teamwork are explored, models that enable interaction outside traditional departmental confines are examined, and some ways that other colleges and…

While colleges and universities debate the value of teams, businesses use teams as a matter of survival. Motivated by competition and high cost, business leaders have created a new culture based on shared risk and reward. Decision making is no longer the responsibility of the few at the top, but is shared within and between most segments of an…

Describes a school-based interprofessional case management model for children at risk for school failure that has been field tested in elementary and secondary schools. The model has three components: the case manager, the school-based interprofessional management team, and the comprehensive service network. The model has been used as a framework…

Describes four teaming roles for special educators of the deaf and general educators. Specific functions of both the general and special educator are given for: (1) pre/post assessment of knowledge and skills of content; (2) organization of learning experiences; (3) provision of instruction; and (4) monitoring student participation. (DB)

Describes an interactive-teaming model for delivering inservice education to teams providing services in early-childhood educational settings. Explains the model's critical features and how these features link with an interactive teaming format. Results of preliminary participant evaluations are also presented. (Author/DB)

Systematic staff appraisal/performance management has been assumed to be an important part of quality management in higher-education institutions, but past approaches to it have had confused purposes and have made minimal contributions to enhancing institutional performance. For performance management to be relevant, it must focus on leadership of…

Describes the development of an instructional model encouraging collaborative learning in graduate business education. The approach evolved from a survey of professionals concerning the interpersonal and individual skills needed for effectiveness in graduate school, the job market, and society, and resulted in a revised curriculum. (MSE)

Describes how the University of Toronto library addressed the problem of supporting the extensive learning of electronic-information resources required by reference and library instruction staff by organizing teams of learners who shared responsibility for leadership. Discusses responses from evaluation questionnaires. (Author/LRW)

Examines the major elements present in the community and the educational context prior to and during implementation of the Library Power initiative in the Lincoln (Nebraska) Public Schools site. Describes key team members who secured the grant, the educational framework supporting the initiative, and new teams and strategies developed to ensure…

Developed from the experiences of a fifth-grade inclusion project, a checklist is presented for successful implementation of inclusion programs. The checklist includes factors that educators should consider as they plan and implement inclusive classrooms and is divided into six sections, beginning with information about preparing for inclusion.…

Three undergraduate courses--marketing, strategy, and management information systems--were brought together using a metalanguage of learning common to each domain. The intent was to encourage students to appreciate complexity, take responsibility for learning, work in teams, and communicate effectively. (SK)

This article addresses the mutual needs of speech-language pathologists and educational interpreters in providing services to their students. Guidelines supported by recent research reports and survey data collected from interpreters are offered to speech-language pathologists as ways to improve the working relationship with educational…

Thirty-eight Hispanic parents of children (ages 6-26) with developmental disabilities and 22 professionals participated in focus group interviews on group action planning. Both constituency groups identified advantages and disadvantages to group action planning. Parents indicated this type of planning process could increased the quality and…