A teacher describes her method for putting students in small groups so that optimum learning takes place. (MK)

The roles of school psychologist and school counselor are examined. School psychologists and school counselors should work together closely, using both their separate and shared skills for the benefit of school children. Their skills overlap and are also complementary, making a team approach advantageous. (Author/CC)

Tells how a business communication teacher, an instructor of management, and a management development trainer worked together to develop a "module bank" of teacher resources. (RL)

Training of interdisciplinary teams to serve the mainstreamed special student was the focus of the California Child Service Demonstration Center System (CSDC). (SBH)

Describes a cooperative program designed to bring together faculty members and housing professionals who want to work with each other. Programs should include advantages for both staff and faculty members as well as students. The interdepartmental relationship is more important than programs resulting from the relationships. (Author/BEF)

As a result of recent federal and state regulations, all children being considered for special education services must be identified through a team process. This article outlines the administrator's role in the Eligibility and Planning Team process that is utilized in the Fallbrook Union School District, San Diego County. (Editor/KC)

Examines the composition, case characteristics, team utilization, and growth and development of the Montgomery County (Maryland) Child Protection Team. (BF/JH)

A teacher describes his experiences teaching sex education, how his program began and developed, and offers suggestions for starting a sex education program. (RK)

A more constructive view of cultural socialization would promote cooperation rather than competition; cooperation is a value that children learn naturally through social interaction in forming and maintaining their own games. (MM)

Describes an instructional strategy for turning merchandising into an exciting and meaningful experience for both students and teachers. (HD)

This study evaluated the Future Problem Solving Program (FPSP) with 205 gifted students and 32 teacher-coaches. The FPSP is designed to develop skills in group problem solving and awareness of future problems. The study found general support for FPSP, more positive perceptions by teacher-coaches than students, and more positive evaluations by…

To ensure future leadership qualities, educators must impart the skills of problem solving and working together effectively. One strategy for doing this is illustrated by teachers and students at Hartwick College (New York) utilizing Project Adventure techniques in extracurricular group problem-solving activities. (SAS)

Examines implications for teamwork and school management, based on findings from a two-year study of senior management teams in British secondary schools. Discusses valuable lessons about teamwork's strains and gains, using a dual theoretical perspective encompassing both power and culture. Shows how the conflict between hierarchy and equal…

To equip electrical engineering students with common and transferable work skills, a program of integrative assignments was created to develop communication and teamwork skills. Discusses assignment components; the log book, a personal account of each assignment; assessment; conversion of "common skills" to competence statements, and…

This study examined the perceptions of general (N=92) and special (N=114) educators on preassessment teams concerning team effectiveness, including perceived productivity, utility of intervention suggestions, and impact of the team on numbers of students found eligible for special education services. Special and general education teachers had…