Based on the pondering over the establishment of a large educational concept, the implementation of "two-certificate" system, the training of "Double-Professional title teacher staff and some other issues in the development of the vocational and technical education personnel training mode, this paper discusses the issues about their…

In this team teaching effort, the psychology teachers planned the course together, prepared the exams together, and most important, when one instructor was lecturing, the other attended the class acting as an observer-participant. (RM)

Describes a yearly series of about 10 classes in which a constitutional law teacher and a property law teacher blend their classes to team-teach a topic that has a solid footing in each course: the law applicable to governmental takings of private property for public use. (EV)

Discusses an undergraduate buyer-behavior course project targeted at improving students' business communication skills through a team-teaching project. Highlights the value of integrating written, oral, and electronic communications pedagogy with buyer-behavior course instruction. (SR)

How team multi media is taught in education courses at the University of Hawaii. (HB)

Describes a team teaching approach to teaching writing across the curriculum. (RL)

Describes an alternative teaching model of content-based instruction, Collaborative Interdisciplinary Team Teaching (CITT), used in an English-medium Japanese liberal arts university, highlighting the main features of CITT by comparing it to other relevant models. The article describes how the model has been applied, then discusses perceived…

Describes a graduate-level seminar involving professors and students at Indiana University and Michigan State University in a joint distant-education venture. Discusses background, evaluation goals, instructional strategies, attitudes toward technology, other attitudes, and confounding features. Offers concluding comments and recommendations. (SR)

Working with a teaching partner deepens and enhances the process of reflection. Examples from a team-taught master's program show how team teaching affects reflection and reflection in turn informs and improves teaching. (SK)

Co-teaching is intended to increase adult learners' access to faculty, build community, and enhance teachers' ability to deal with challenging issues. Teachers must overcome the mindset of authority, allow for more planning time, and negotiate differences with co-teachers. (SK)

Describes a method of teaching large sections of college introductory anthropology by members of the anthropology faculty giving their best lectures. Presents details of how such a course was initiated, operated, and evaluated at the University of Pittsburgh. (KH)

Describes how the usefulness of a computer classroom was extended when two sections of a professional writing course were combined and team taught. (SR)

Describes the University of Hartford's All-University Curriculum, which includes 25 interdisciplinary courses, most team taught. Addresses institutional buy-in, resources, team formation, conflict resolution, institutional policies, and ongoing development. (SK)