Describes a chemistry course for liberal education college students, characterized by team teaching and application of knowledge to present problems and issues. (CS)

A ten-step approach is presented by which two teachers can implement their own team teaching arrangement. Advantages, disadvantages, planning, scheduling, and room design are considered. (SJL)

Career and business education should include instruction in economic awareness, with cooperating teachers from other disciplines offering courses or conducting workshops in economic concepts. The author suggests class activities and a cooperative economic awareness and occupational knowledge guidance program for business students. (MF)

Discusses interdisciplinary teaching teams as one approach to integrating several subjects in a curriculum. Presents activities for an interdisciplinary unit on energy and the human body that involve science, health, mathematics, music, and physical education. (JRH)

Discusses how secondary education music teachers can team teach in the instrumental music classroom. Focuses on issues involved, such as defining team teaching, the influence of the curriculum, and deciding upon discipline strategies. Addresses the positive and negatives of team teaching. (CMK)

Provides suggestions for teaching library skills to mainstreamed special education students for each of the four components of the instructional model: (1) determining skill level; (2) setting objectives; (3) instructing with modification (methods, materials, and motivation); and (4) monitoring progress. (seven references) (MES)

Discusses how two first grade teachers collaborated to create a poetry unit as part of their reading/writing workshop. Presents sample minilessons and poems written by students. (PRA)

Discusses the integration of aural, visual, tactile, and kinesthetic modalities into teaching to help at-risk students retain lessons. Suggests combining the "Learning to Read through the Arts" approach with sequential arts instruction. Recommends musical pieces to be used while students listen, discuss, and record their analysis of the…

Describes how one English teacher implemented a cross-curricular team-teaching method that combined instruction in American literature and history to create an American studies approach. Outlines how two teachers taught aspects of "The Battle Hymn of the Republic." (HB)

Describes the collaboration between a third-year high school teacher and a seasoned education professor, in which the two traded places, coteaching each other's classes for the entire school year. Discusses getting started, what they expected and what they learned, long-term individual effects of collaboration, ensuring success, and collaboration…

The Individual Student Planning Team Process is presented as a method for planning effective educational programs for all students in inclusive classrooms. The process involves identifying student educational strengths and needs, determining which needs can be met through general education activities, supporting individual student programs in…

This text offers teacher accounts of teaching English to speakers of other languages (ESOL) in grades K-8 worldwide. Articles included are: (1) "Common Threads, Common Bonds" (Denise McKeon and Katharine Davies Samway); (2) "For a Brighter Future: SPEAK Project in Soweto" (Pippa Stein); (3) "The 'Essence of Sliding':…

This guide features reading strategies geared for elementary and secondary students as well as recommendations for reading programs supported by school library programs. Leading reading experts who were presenters at the 2004 American Association of School Librarians (AASL) Fall Forum contribute their thoughts on the current state of reading…

A team-taught, skills-oriented approach is used to introduce freshmen to United States history at the University of Vermont. Constant feedback has identified course strengths and weaknesses. The appendix lists course topics and workbook assignments. (AM)

The author describes the advantages of stratified heterogeneous grouping, a compromise between ability grouping and random grouping which assures students and teachers opportunities to learn and teach that are not inherent in other methods of grouping. (Author/KC)