Background: This paper analyzes a remembered shared experience of cocurricular designing and coteaching an experiential learning pilot project in a university study abroad program (SAP) that emphasized social justice. Purpose: We look back because the pilot program is a significant demonstration of what complexities can arise when feminist…

Purpose: This research investigated whether structuring an inquiry-oriented professional learning network to include school-based co-teaching partners would amplify educators' success in taking up and adapting evidence-based understandings and practices as meaningful in their contexts. Our research questions were: (1) What conditions did educators…

In this essay, we tell the story of how a team of English and nursing professors came together to develop curriculum for a mandatory first-semester writing course in the collaborative Bachelor of Science, Nursing (BScN) at Fanshawe College and Western University, both in London, Ontario. The discussion focuses on the implementation of the course…

This conceptual article emerges out of a research project--including a systematic literature review and autoethnographic study--on social justice-informed co-teaching. The authors collaborated on two Faculty of Education courses at a mid-sized Canadian University to analyze their own experiences as well as research patterns in a pool of studies…

The purpose of this collective case study was to explore the resultant effects of vertical team teaching and collaborative inquiry on elementary (Grade 8) and secondary (Grade 9) educators' literacy instructional and assessment practices. Key elements of the program included collaborative inquiry and vertical team teaching. The findings of this…

In this study, a university professor and school district literacy coordinator co-designed and co-taught a literacy methods course where teacher candidates participated in dynamic learning in classrooms, exploring how theory can meet practice when students' funds of knowledge are valued through responsive teaching. Case study methodology was taken…

Team teaching in social work education usually involves sequential lectures delivered by different instructors--relay or tag-team teaching. Truly collaborative or collegial team teaching involves a committed group of diverse instructors interacting together as equals in the classroom. Having more than one teacher in the classroom confounds…

From October 2004 to June 2006 I worked as a curriculum leader across 18 elementary schools as part of an Alberta Incentive for School Improvement (AISI) project focused on the reform question "How does inquiry transform learning environments?". In support of professional development, I worked closely with teachers in discussion,…

Reports on learning when engaged in a four-month experience of co-teaching a water unit in a seventh-grade classroom. Suggests that co-teaching allows for a mode of learning that is not captured by Schon's notions of reflection-in-practice and reflection-on-practice. Concludes that co-teaching, as co-learning, is praxis. Contains 26 references.…

A grade 6/7 teacher and a teacher educator-researcher team-taught science to 29 students by framing science projects as adventure. Ethnographic data revealed that small-group instruction, whole-class discussions, and presentations to outside audiences provided progressive opportunities for students to exchange ideas and motivated students and…

This report discusses the outcomes of a 1996-1997 review that investigated the current role of Learning Assistance Services in the delivery of special education support services to students in 115 British Columbia public schools and the students who receive these services. Learning Assistance Services are described as school-based, non-categorical…

This study explored the relationship between teachers' sense of efficacy and their willingness to engage in a work-focused, trusting, professional relationship with colleagues. Interviews and conference transcripts were gathered from 10 dyads of teachers from three elementary schools in a large Canadian city. Each dyad engaged in at least four…

Collective teacher efficacy refers to teacher perceptions that they constitute an effective instructional team, capable of bringing about learning in students. Previous research demonstrates that a school staff with a strong sense of collective efficacy is likely to generate high student achievement. This study of 2,170 teachers in 141 elementary…