Using Nakamura and Csikszentmihalyi's concept of flow, the authors trace the history and development of their co-teaching relationship and describe how the co-teachers and students experienced flow. In co-opting theoretical views of flow, used in other fields such as organizational science/psychology, the school setting can be viewed as an…

In this article Deidre Faughey shares an experimental classroom project that she developed with a diverse group of students in three ninth-grade English Language Arts (ELA) classes. Podcasts provide a unique opportunity for students to embrace experimentation and to take risks with their own voices, explore the school building and community, and…

In this article, the authors challenge myths about honors classes in an effort to deliver "effective instruction" to all students, notably students in need of special education services, in a co-taught English class.

How might team teaching, young adult novels, and zines work together to engage students in thinking about, writing about, and building community? Four researchers worked with three eighth-grade English teachers and one student teacher to find out. The four eighth-grade English teachers teach as a team, meeting formally at least once a week to plan…

With the mention of "sustainability" and "recycling," most people think about reusing paper, plastic, metal, and glass, but what the authors discovered when they embarked on a word-study unit is that the sustainability movement has also brought about the recycling of words. The authors were team-teaching a language awareness class taken by…

With pressures from NCLB intensifying due to low test scores in subgroups including special education, the authors' district, like many others, approached students not as individuals but as rigid categories: "poor," "Hispanic," "African American," "disabled," or "regular"--a category particularly insulting to any student not included in it by…

High school teacher Emily Sims shares her experiences co-teaching inclusive classes as a first-year teacher. She imparts practical advice for successful co-teaching relationships between the content teacher and the special education teacher, from which both students and teachers can thrive. (Contains 1 figure.)

Argues that schools must be redesigned so that students, rather than content, are the focus of the high school curriculum. Claims that narrow-minded departmentalism is one of the primary obstacles to be overcome to achieve schools that focus on students instead of content areas. Mentions a team-taught humanities course. (RS)

Reports on a four-year-old, team-taught secondary interdisciplinary program that combined English, social studies, biology, and geometry. The course was organized into three phases: (1) the "Paper Chase," teaching learning skills; (2) "Welcome to the Monkey House," which addressed fundamental human issues; and (3) "Phase Out," or personal…

Describes a high school English teacher's first year collaborating with math, science, and history teachers in a connecting-the-curriculum program. Describes how the author's first semester of teaching English within this interdisciplinary framework lacked coherence and was not successful and how his students helped make the second semester more…

Describes a letter-writing and video exchange project carried on between two English classrooms, one in New York and one in Georgia. Outlines methods used to connect the classes, including dealing with issues of racial and ethnic differences. Claims that such methods validate students and build self-esteem. (HB)

Because teachers are expected to take more and more blame for conditions that are not their fault, they are leaving the profession. (CRH)

Describes a college-level introductory integrated science course for non-science majors, called "The Natural World: Explorations in Science," that was laboratory-based, exploratory, and writing intensive, and that was team taught by four teachers from different fields. Discusses elements that make such interdisciplinary teaching possible and the…

Describes experiences in planning and conducting a workshop that combined the teaching of writing, research, and basic photography skills. (EL)

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)