One reason we have difficulty finding sustainable solutions is in part because we are unable to see the bigger picture. Capra (2000) argues, "To become ecologically literate we must learn to think systemically--in terms of connectedness, context and processes" (p. 270). We have attempted to structure connected learning experiences through our…

This article aims to help teachers looking for an exciting major unit designed to help their students meet educational standards in these areas: (1) library research skills, (2) preparing and writing a standard, (3) research paper, in this case on a significant figure in world history, (4) writing a creative story, including adaptation of…

Discusses how the use of appropriate scheduling techniques and team teaching can improve the quality of music education. The use of computers to reduce competition between music and other unique classes is suggested. With properly scheduled classes, a cooperative team of music teachers can enrich the entire music curriculum. (AM)

(For availability, see EA 507 405.)

The person in charge of the middle school resource center ought to be the "center" on the middle school teaching team. (For availability, see EA 507 405.) (Author/IRT)

In California schools, more teachers are relying on portfolios to put authentic student work at the center of education. A San Diego teacher describes how elementary and middle school teachers team up to evaluate student writing projects. Instead of being relegated to storage bins or scrapbooks, the portfolios now showcase students' best efforts.…

Reconceptualizes teacher evaluation in terms of coteaching, an epistemology and methodology for teaching and learning to teach that is grounded in the collective motivation of preparing the next generation of citizens. Central to coteaching are cogenerative learning sessions in which those who share a classroom experience collectively construct…

This publication examines research on an instructional practice called teacher teaming as conducted in K-12 schools. Teacher teaming involves grouping two or more teachers together with responsibility for a group of students for instructional purposes. The report describes the major literature about the relationship that exists between teacher…

Poses questions that are relevant to the division of labor in a team-teaching situation and offers suggestions for making team teaching a success. (FL)

A review of research suggests that support for team teaching is not based on empirical evidence. Intensive, systematic investigations are needed before the effectiveness or ineffectiveness of team teaching can be substantiated. (MV)

The Interprofessional Commission of Ohio is a partnership of eight state professional associations, six professional schools and colleges at Ohio State University, and three theological schools. Focus is on ethical issues common to the helping professions, changing societal values and the professions, and training in intercollaborative skills. The…

Describes different types of team teaching, explaining the following: why it is popular, what teachers like about team teaching, the down side to team teaching, how to handle grading, and what parents say about team teaching. The paper presents advice from experienced team teachers and offers a resource for further information. (SM)

Rural school districts face special problems in serving children with multiple/severe low incidence handicaps. One option not usually considered for this population is full time regular class placement. Five models may be used in regular class placement: (1) team teaching in which two appropriately certified teachers share management…

The paper describes application of the collaborative/consultant model to the education of special needs students in the Mendocino Unified School District (California), a small rural district. Benefits of the model for students include reduction of stigma attached to labeling and pull-out, and for teachers, shared responsibility for instruction. At…

Although many definitions of team teaching have been proposed since its inception in 1957, none so far seems adequate in describing its complex organizational makeup. Although each team teaching plan may have unique characteristics, certain organizational elements typical of team teaching plans can be identified. A team must have a minimum of two…