Describes one special education teacher's experiences with inclusionary practices and with establishing an inclusive classroom with second and third graders from general and special education classes. Relates how a shy, withdrawn student was changed for the better as a result of shared values and trust among teachers involved in the inclusion…

Personalization is achieved when teachers and students have the time and the desire to develop a relationship. One Georgia high school lends itself to personalization by encouraging a mentoring relationship between teachers and students. Developing academic teaching teams and block schedules for all grades was the key to reducing teacher isolation…

This article describes four ways experienced co-teachers, especially regular and special educators, can maintain mature co-teaching relationships. Celebrating accomplishments, re-evaluating team goals, sustaining equitable practices, and maintaining continuous improvement are suggested as specific strategies for keeping the co-teaching…

Proposes that there are four middle school concepts that hold promise for being effective in high schools: advisor-advisee programs, exploratory programs, interdisciplinary teams, and efforts to promote a positive school climate. Lists, for each concept, implementation tasks, the characteristics of effective high school efforts, and recommended…

Describes a year-long team-taught course in which students viewed the sources and consequences of inequality from the perspectives of sociology, English, and art. Explains that the first quarter focused on identity issues, the second on minority experiences, and the third on a video project addressing diversity at the campus or local level. (DAJ)

Denmark's decentralized public primary and lower secondary "Folkeskole" system offers nine years of compulsory instruction, "class teachers" who coordinate other teachers, and students who remain in the same groups until graduation. A 1994 law issuing curriculum guidelines and committing teachers to team teaching will…

Describes how an English teacher and a special-education teacher cooperated to teach a "mixed" ninth-grade class of regular students, special-education students, and others who found English difficult. For special-education students, being part of a large class meant making new friends and encountering numerous challenges. The special-education…

Analyzes four middle schools' experiences with interdisciplinary teams. Although teaming is often considered a vehicle for developing community in schools, it may also present tensions for developing cohesiveness across teams. Too little time may be devoted to discussing important whole-school issues. The demands of teacher empowerment within the…

Examined a collaborative teaching initiative designed to deal with diversity. A special educator co-taught a high school class with a general educator, then went on to implement collaborative teaching. Interview, observation, and archival data revealed instructional changes for teachers and improved student outcomes. External factors were as…

Outlines the pre-service program at the University of Wisconsin-Green Bay, in which technology is a feature of the preservice teachers' first experiences in order to provide them with early opportunities to acquire technological literacy. Explains that throughout the Instructional Technologies course, undergraduate students focus on the use of…

Provides an interview with fourth grade teachers Judy McAllister and Erica Lussos. Discusses the teachers' thoughts on literacy and technology. Explores their ideas on integrating technology in the classroom in innovative ways that motivate and challenge young learners. (PM)

Contends that an improvisational stance in teaching avoids disagreements and blockages that can stymie reading instruction. Outlines eight graduate students' experiences teaching improvisationally. Explains that the tutors sought a collaborative teaching stance that was in tune with the individual children's interests and personality. Defines…

This article describes an inter-class project that paired second and fifth grade students to produce a book of their poetry developed through a program of instruction in the forms and literary aspects of poetry. Students collaborated broadly across grade levels on composition of poems and cover art for the publication. (PB)

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)

Based on interviews with a principal and two teachers at a Virginia elementary school piloting a multiage program for six- to eight-year-olds, this article describes the program's bottom-up development, holistic orientation, and stress on team teaching and continuous progress. Next year's program will offer more options, including a fourth- and…