Co-teaching is recognized as a best practice that is increasingly being utilized to meet the needs of diverse learners in the classroom. All teachers need to be prepared to meet the needs of diverse learners, including students with disabilities. However, few teacher preparation programs lead to dual certification in general and special education,…

Successful co-teaching relies on essential elements, such as collaborative planning, communication skills, partnership relationship, classroom application, knowledge base, and co-teaching approaches. The objective of this study is to examine if teacher candidates and cooperating teachers use different essential co-teaching elements to implement…

Written from the perspective of a participant, that is, the classroom teacher as novice supervisor, this paper presents, in case study form, a description of two cycles of clinical supervision involving teaching peers in an elementary school. The purposes of the paper are twofold. First, the paper explores, through illustrations from the case…

This study examined advantages and disadvantages of team teaching and elements of successful teams from the perspective of eight teachers and a principal at one elementary school. The teachers were all participants in several types of school teams. During individual interviews, they discussed their thoughts and feelings about team teaching. Their…

Explains the concept of coteaching in the mainstream, which involves a special education and a regular education teacher teaming in the classroom. The article notes coteaching creates a dynamic, high-energy classroom situation that promotes increased learning for students and teachers. Two teachers discuss their experiences with teaming. (SM)

This longitudinal study examined elementary teachers' perceptions of the collaborative planning and decision-making process and their role in it. Nine teachers participated in grade- level teaming. Teachers ranged in experience from 1-9 years, with 3 teachers new to the team and 5 in their first or second year of teaching. Participants completed…

Data on teacher attitudes, behavior, and efficacy; student attitudes, behavior, and achievement; and classroom characteristics were collected in 26 elementary classrooms in British Columbia and related to 4 teacher collaboration strategies. Classroom observation by teaching partner was found to be an essential element of teacher collaboration…

The Teaching Project at the Edward Devotion School (Massachusetts) is made up of four components: team teaching; school/university collaboration; inclass remediation; and alternative roles for teachers. Four third- and fourth-grade teachers' experiences during the first year of program implementation are examined to highlight potential…

This paper synthesizes the results of three case studies that focus on urban and suburban elementary teachers who are engaged in new roles: as learners, as clinical educators, and as leaders. Results of the studies suggest that epistemological issues; workplace contexts; and an ethic of care, which is especially noticeable in collegial…

Findings from a study, which examined the development of leadership skills and roles among the teachers in a professional development school (PDS), indicate the emergence of a nontraditional teacher leadership paradigm at the PDS. In contrast to typical teacher leadership models, in which carefully selected and screened teachers are placed in…