Recently there has been an increasing emphasis on co-teaching in schools. General education teachers and special education teachers are paired in the classroom to support all students. The nature of the relationship between these two teachers is often described as a "professional marriage." This article provides specific advice on how co-planning…

The purpose of this research was to evaluate a collaborative concept-mapping technique that was integrated into coteaching in fourth-grade science classes in order to examine students' performance and attitudes toward the experimental teaching method. There are two fourth-grade science teachers and four classes with a total of 114 students…

This paper focuses on a 3-year, longitudinal study of the implementation of coteaching, as an innovative approach for preparing high school science teachers enrolled in an undergraduate science teacher education programme located in the United States. The coteaching/co-generative dialogue/co-respect/co-responsibility dialectic is introduced as a…

What makes a good team? If people understand teams to be collections of individuals who bring together their complementary knowledge and skills to accomplish a common purpose, then they can put together effective teams whether or not the individuals have a fondness for one another. Knowledge and skills are complementary when they combine in such a…

This article explores the social-psychological process of identity negotiation in collaborative teaching, using Erving Goffman's (1959) theoretical tradition of dramaturgy to analyze the classroom itself as a performance venue. A dramaturgical analysis of collaborative teaching is especially significant given this growing pedagogical trend because…

Recently team teaching has become more prevalent in high school classes. These teams often pair a general education teacher with content knowledge with a special education teacher. Due to a lack of detailed knowledge/experience in the other's area of expertise, many team teachers in science courses are confronted with unique challenges. In this…

Coteaching benefits both students and teachers, and the benefits grow as coteaching relationships mature. Effective coteaching relationships often evolve in stages (Gately & Gately, 2000), and coteachers can take steps to help their relationships flourish (Cramer, 2006). Drawing on the practices of successful coteaching teams, this article offers…

Rice University has created a team-taught interactive biology course for nonmajors with a focus on cutting edge biology in the news--advances in biotechnology, medicine, and science policy, along with the biological principles and methodology upon which these advances are based. The challenges inherent to teaching current topics were minimized by…

By the time they reach preschool or kindergarten, young children are already writers. They don't have much experience, but they're filled with stories to tell and ideas to express--they want to show the world what they know and see. All they need is a nurturing teacher to recognize the writer at work within them. Taking an exciting, new approach…

As research faculty with expertise in the area of host-pathogen interactions (HPI), we used a research group model to effect our professional development as scientific educators. We have established a working hypothesis: The implementation of a curriculum that forms bridges between our seven HPI courses allows our students to achieve deep and…

Adolescents with learning disabilities are not educated in a vacuum. Successful programming for these students involves many school professionals working together to integrate their programs for the benefit of students with learning disabilities. Collaborative teaming probably can best be described as an attitude rather than a certain way of…

Friend (2000) describes effective co-teaching as a special educator and a general educator teaching together in the general education classroom during some portion of the instructional day to accommodate the needs of students with and without disabilities. District administrators invited two University faculty into secondary co-taught classes to…

What Australia, Alaska, Qatar, Indiana, and Ohio have in common is the authentic writing More Observations Of Nature (MOON) project. In this unique project, teachers from these disparate geographic locations teamed up to instruct children in grades four through eight via the internet on a nearly universally challenging subject for teachers in the…

An instructional team at a public university redesigned a large "core" course in special education required of all undergraduates in a teacher education program. The new design, which blended online instruction with face-to-face meetings, operationalized key principles from Adult Learning theories and Universal Design for Instruction. Students'…

Discusses Rutgers University's departmentally based "Gateway" retention program for underprepared students. Explains that, in "Gateway Sociology 101," students learn sociology in extraordinarily positive conditions. Reports that instructors pursue expanded goals, offer extra classroom time, monitor attendance, teach in teams,…