One way to meet the unique challenges in diverse classrooms is co-teaching. Friend and Cook (2010) described co-teaching as an approach that provides specialized services to individual students in a general education classroom. Specifically, co-teaching involves two or more educators working collaboratively to deliver instruction to a…

This study examines the collaborative practices between three sets of special education and English/Language Arts teachers involved in the co-teaching of inclusive classrooms--classrooms consisting of both general education and special education students (SWDs). The study took place in two middle schools in two different school districts in New…

In classrooms and schools across the United States, educators struggle to meet the requirements of standards-based reform that was enacted by federal legislation. Secondary schools can use coteaching with mixed-ability groups of students to meet increased curriculum demands and provide mandated strategies and accommodations for students with…

Discusses elements of successful cooperative planning for middle school teaching teams. Considers definitions for content goals, learners, and effective co-teaching. Describes planning of instructional units, cooperative grouping, roles and responsibilities for co-teachers, and tiered activities for a cooperative literature study. (JPB)

Imagines the possibilities if middle school teachers worked together cooperatively for educational change. Provides data from one such collaborative effort experienced by two middle school teachers. Claims that such collaboration can be an exciting and challenging addition to many teachers' professional lives. (HB)

This monograph discusses the characteristics, tasks, and benefits of interdisciplinary team organization in middle schools. Characteristics include teachers who share a common group of students, a common planning period, and adjacent classroom space. Team tasks are composed of scheduling, grouping students, identifying curriculum topics and…

Asserts that successful teaming requires training, practice, and support structures and that it often comes unaccompanied by training or instructions. Presents a conceptual model of the factors that affect team performance, and describes the three categories of the framework, their usefulness, and examples of pertinent studies within each…

Examines ways in which interdisciplinary teaching teams change middle school organizations; considers the structure and benefits of transformative organizations, the five features of effective implementation of organizational change, the nature of transformative organizational structures, and the ways these structures create growth-inducing…

Discusses the affordability of implementing interdisciplinary teaching teams and block schedules in middle schools. Argues that the benefits of these school schedules and models make them worth the investment of time and money it takes to implement them. (JPB)

Identifies and explains the types of practices and interactions that interdisciplinary teaching teams engage in, which in turn influence instruction and student learning. Presents data to illustrate the impact of common planning time, team size, and scheduled teaming on team activities and interactions. (JPB)

This study analyzed the opinions of exemplary middle school principals concerning what constitutes highly effective interdisciplinary teams. The schools that the principals represented were chosen according to the Department of Education's, Phi Delta Kappa's, and the Association for Supervision and Curriculum Development's assessment of threshold…

Notes that a clearly defined purpose with identification of performance goals is crucial to the success of middle school teacher teams. Provides several practical ways for teacher teams to discover or define their purpose, including naming the team and identifying desirable qualities for team members. (HTH)

Discusses the development of a teaching team structure in one middle school, describing efforts to redefine curriculum, assessment, scheduling, and teaming to foster new roles and relationships for students and teachers. (JPB)

Discusses ways to implement interdisciplinary teams to create high performance learning communities for students. Considers team tasks and needs, applying team tasks to responsive school structures, and enhancing instruction through flexible time use. (JPB)

Mandated team planning for a school undergoing restructuring is a major policy change with significant effects on teachers and administrators. One junior high school restructuring into a middle school served as a vehicle for studying how teachers spent their time in mandated team planning. Team planning was initiated to help smooth the transition…