Presents a conversation involving two teachers and a professor who worked together to design and implement classroom reform. Reveals the participants' thoughts on the benefits of collaboration, and demonstrates how this sort of partnership can enable significant classroom change. (RS)

Maintains that interdisciplinary teaming in middle schools has not reached its full potential, with teams spending too much time on minor problems and housekeeping duties. Suggests ways to: improve the foundations of teaming; demonstrate greater discipline during team meetings; improve the team's ability to make decisions, solve problems, and…

Discusses current middle school reform efforts and the need to change significantly the structure and practice of middle school education. Examines three practices that hold great promise for meeting the increasingly diverse needs of middle school students (and that boost each others' effectiveness): teacher collaboration, block scheduling, and…

Describes a collaborative learning community called the Professional Development School Network in Social Studies and Global Education, in which university professors and social studies teachers from six school districts worked together to create a professional-development program and a certification program for teachers. Reflects on several…

Describes how 14 elementary teachers, two administrators, and one facilitator (a university faculty member) formed and carried out a year-long study group. Discusses benefits, noting that teachers can take control of their learning by actively participating in problem-centered discussions and activities. Offers several planning guidelines for…

Discusses interdisciplinary team collaboration for teachers, including structuring a successful team meeting, the 10-step interdisciplinary problem-solving meeting, evaluation of team collaboration, and effective team communication. (SR)

Describes how 35 teachers worked to create the Learning Collaborative, a technologically based resource for advanced placement teachers around the world, including a website to offer variety of resources. (SR)

Discusses several real-world cases of teachers who took the lead in working cooperatively with others to create learning opportunities. Describes changes needed in administration and teacher education. (RS)

Outlines issues of personality factors/communication style, teaching style/philosophy, and classroom management style that should be explored by teachers before they embark on a collaborative venture into inclusion, where special and general education teachers team for extended periods of the school day. (SR)

Describes how the special education faculty and the general education faculty at Northwestern State University of Louisiana carried out a co-planning and co-teaching effort in four classes of the undergraduate elementary education methods block. Discusses key questions they considered, presents the model they developed for this process, and notes…