A study was conducted at two metropolitan South Florida high schools to determine perceptions of 100 teachers concerning block scheduling. Teachers felt that the 4 X 4 block schedule contained too many time gaps for teaching foreign languages, English, and math. Teachers believed block schedules benefitted advanced students more than others and…

Building capacity in schools means developing a new understanding of leadership capacity--broad-based, skillful participation in the work of leadership. Leadership capacity can be seen as a complex, interactive framework, with four types of schools and school communities. Leadership is everyone's work, but it does not require extraordinary…

Describes a transdisciplinary model of blind rehabilitation service delivery used at the SouthWestern Blind Rehabilitation Center (SWBRC). SWBRC brought together representatives from orientation and mobility, rehabilitation teaching, low vision, and manual skills to provide comprehensive services to veterans with visual impairments. A case study…

Sport education is a curriculum and instruction model that provides authentic sport experiences for physical education students. Its key features derive from how sport is conducted in community and interschool contexts. Ideally, it combines direct instruction, cooperative small-group work, and peer teaching. Its goals are to help students become…

A class of 71 industrial technology students was divided into either self-selected (homogeneous) work groups or randomly assigned (heterogeneous) groups. The heterogeneous groups had significantly better peer ratings and adjusted scores on their work tasks, but not better raw scores. Despite evidence of higher achievement in random groups,…

Presents a checklist for monitoring middle school students' behavior during athletics. The checklist highlights: sportsmanship (e.g., playing by the rules, being a good loser, and playing fair); respect (refraining from fighting, avoiding alcohol and other drugs, and shaking hands with opponents); and teamwork (practicing hard, not embarrassing…

Discusses how a college board of trustees can get beyond academe's famed turf battles to build a governance culture that embraces all constituencies and improves its own work. Addresses the best practices of strategic vision, presidential leadership, cohesive teamwork, continuing trustee education, faculty as partners, and effective board…

Illustrates how a Utah school district created classroom learning environments in their elementary schools that prepared students for life-long learning by teaching them in a collaborative, interactive, hands-on way. Arrangement of classrooms as learning centers that foster a team atmosphere are stressed. (GR)

A school-to-work curriculum (What's Up in Factories?) developed by a New York PBS station is giving some Ohio students a view of factory careers in the 1990s. Students are surprised at the level of job skills needed and are discovering the importance of teamwork, willingness to take responsibility, punctuality, effective communication, and…

Examines the history of peer coaching, describes changes in coaching practice, and makes recommendations for its future. Consultants have found that all teachers must agree to be members of peer coaching study teams, verbal feedback must be omitted, "coaching" must be clearly defined, and collaborative teamwork increases teacher learning in…

Evaluates outcomes from a case study of one particular adventure-based experiential training (ABET) provider and examines what factors might affect such outcomes. Results indicate that there were no improvements in perceptions of team effectiveness and perceptions of personal benefits derived from training. Contains 48 references. (Author/JRH)

Proposes that college unions are places and organizations of learning characterized by an environment of dialogue and team learning. Suggests techniques for initiating dialogue and staff training based upon an expanded definition of the principle of respect that includes safety, practicing praxis, inclusion, immediacy, and engagement. (DB)

Discusses the interaction of several factors that contribute to the success of interdisciplinary teaching teams at the middle school level. Describes importance of planning time, team size, keeping students in teams, designating team areas, and longevity of teaching teams. Considers how these research-based principles can guide the improvement of…

Discusses the role of the principal as staff developer, clarifying some things that principals must do to fulfill their responsibilities as staff development leaders. This includes: emphasizing a context of collaboration in their schools, promoting results-driven learning, and modeling a commitment to their own ongoing professional development in…

Family members (N=83) who participated in professional team staffing concerning treatment plans for their child with a craniofacial difference (typically, cleft lip and/or palate) were surveyed. Ninety-seven percent of respondents said they would choose to meet with the team on their next visit to the clinic. The role of early interventionists on…