Analyzes inspection results for 22 English and Welsh secondary schools to explore the nature of, and responses to, OFSTED (Offices for Standards in Education) inspectors' recommendations about using internal monitoring and evaluation to improve classroom practice. In their action plans, some schools respond with bureaucratic procedures, while…

At the University of Manchester (England), a collaborative learning technique was incorporated into clinical experience when students were paired for patient care, with one student the operator, the other the dental assistant. Participants' responses were mixed, with many unsure of the advantages of the change and concerned they would be…

Describes the experiential learning sequence of a required senior-level natural science and environmental studies course; the role of a technical communication consultant contracted to conduct a needs assessment for improving the students' technical communications skills; and the consultant's results and recommendations. (MDH)

Contrasts the faculty-led administration of the Waldorf Schools founded by R. Steiner with the administration by local school councils established in the Chicago (Illinois) Public Schools through the School Reform Act. In Chicago, morale and status of teachers can be improved by increasing their administrative partnership. (SLD)

Principals and central-office administrators often spend little time interacting or discussing curriculum, instruction, and staff development. Leadership consciousness must be formed through links between schools and the central office. In a restructured setting, central-office leaders support the principal, provide technical assistance and…

Five winning guideposts that facilitate development and maintenance of a strong community relations program are climate building, confidence building, team building, image building, and commitment building. The influence of community relations on public education support bases depends immensely on personal and group interrelationships and the…

Interviews with 15 Kentucky professionals providing assistive technology (AT) services for young children with disabilities found contradictions, including frequent espousal of teaming as important in service delivery but less frequent implementation; family members not seen as important members of teams, but client goals rated as extremely…

Analysis of surveys completed by 186 transition teams found that schools are generally complying with transition requirements of the Individuals with Disabilities Education Act with the exception of the requirement to reconvene the Individualized Education Program team if planned transition services are not provided. The strongest predictor of…

The most valued means of support and learning cited by new teachers at Poland Regional High School in rural Maine are the collegial interactions that common workspace, common planning time, and common tasks make possible. The school has used these everyday structures to enable new and veteran teachers to converse about curricular and pedagogical…

Argentine Universities like similar institutions all around the world are facing a complex and challenging environment that demands a more sophisticated leadership and the development of complex managerial skills. In this paper we propose that enhancing the quality of collective decision making, and building more complex teams as a way to preserve…

This case highlights family and educator conflict about special education placement using the case of Jerry, a student with behavior disorders. Aspiring administrators are invited to consider Jerry's needs, the desires of his family, the concerns of local and alternative school faculty, the safety of students and staff, and the provisions of the…

It is argued that language minority education has generally been perceived as a separate program or model, and as a result has often become marginalized within its larger school setting, which negatively influences students, teachers, and the program. An alternative approach to program design, intended to avoid this marginalization by making…

An 18-member Collaborative of Michigan educational organizations and agencies was formed in October 1994. The Collaborative was committed to systemic reform that included inclusive relationships, challenging ideas, and changed practice to ensure better teaching and learning for all students. The Collaborative made the assumption that it would take…

The Problem Solving Team (PST) is a school-based group that provides consultation and follow-up assistance to insure proper placement of students in school site programs and to help decrease the number of inappropriate referrals to special education and other programs. A PST Project identified and analyzed the characteristics of successful PSTs in…

Over the past several years, education reformers have increasingly invested in the development of communities within schools as a central strategy to improve teaching and student learning. These communities come in various guises, including small schools, small learning communities, and teacher teams. Two assumptions about how these communities…