Offers a rationale for social studies and home economics teachers to collaborate to promote global awareness and citizenship. Identifies principles common to the two disciplines. Explains how teachers of the two subjects can work together to explore various aspects of a given issue. Includes a sample lesson plan. (SG)

Discusses the use of dialogic learning in an undergraduate literature survey course. (PRA)

A collaborative teaching model that replaces the hierarchical graduate teaching assistant (TA)/tutor structure can be used to train basic writing TAs with a pedagogy that stresses reflection and dialogue. Usually, new graduate students tutor for a semester in Basic Writing classrooms and then later move on to teach their own classes; in this case,…

The single great value of composition theory is that it gives writing instructors ways to perceive and to talk (about)/write (about) and experience the language that they purport to teach. It is a vocabulary (or set of vocabularies) that, in its structures and definitions, (re-)structures and (re-)defines perceptions of language. If writing is a…

The latest perceptions of writer-audience relationships have not been applied to what teachers actually do in the classroom. When the idea of audience is applied at all, it is often misapplied, resulting in classroom activities that fail to facilitate learning and many, in some cases, that force students to perform tasks so unreal that credibility…

The teachers involved in the general education program in Boston University's College of Basic Studies have developed a cooperative approach to composition instruction that they consider a useful model of structure, cooperation, and experience for others in interdisciplinary teaching systems to follow. Their instructional approach contains these…

Considers the collaborative teaching experience of a university professor and a fourth grade teacher, discussing the experience from the professor's, teacher's, and children's perspectives. Highlights the challenges and benefits of collaboration. (MM)

Describes how a remedial instructor joined forces with a regular classroom teacher and developed learning contexts that would enable students with learning difficulties to experience success at academic tasks through shared learning. (HTH)

Describes a method of teaching problem-solving to engineering undergraduates at Coventry (Lancaster) Polytechnic. The teaching model, which consists of a series of component activities, employs a methodological approach to problem-solving in the area of engineering design. Applications of the model to other forms of problem-solving are briefly…

Research shows a trend toward increased fragmentation and specialization among graduate level and professional psychologists that is spreading to undergraduate education. To remedy the problem team teaching can be used in introductory courses, and a levels-of-analysis approach can be used in advanced courses. (AM)

The paper describes a model of English instruction for deaf students which involves both English and speech teachers. The premise of the model is that instruction in reading, writing, listening, and speechreading is actually instruction in English through different modalities. (Author/PHR)

A modified adversary context within a team teaching approach was used in a course on media law and ethics. Although some problems occurred, overall reaction to the course structures and teaching procedures was favorable. (RL)

Describes five activities for college writing courses: (1) sports as a literary topic; (2) paragraph descriptions of a favorite meal; (3) interdisciplinary team teaching in the humanities; (4) use of "real" letters and memoranda in a technical writing course; and (5) a word-strength chart for a poetry-writing class. (MM)

Describes a successful college composition program that reduces writing anxiety and increases individual attention to students by pairing an advanced student writer with a faculty member as team teachers. (MM)

Provides specific suggestions to music teachers on preparing their students to view an opera broadcast on television, including use of other teachers or community personnel to provide background information. Approaches are outlined for introducing students to an opera's plot, music, design, costumes, makeup, lighting, and staging. (SJL)