This dissertation provided an examination of the views and perspectives of special education teachers at the middle school level as they engaged in support and services for students with disabilities in the inclusion classroom. The intention of this study was to examine the concerns of these teachers as they give support to students with…

One middle school recently adopted a team teaching model as a result of principal directive in order to improve staff communication and better serve students. Because seventh and eighth grade teachers had never been teamed in this particular middle school, research was needed to investigate how teaming was implemented and how these teachers…

Co-teaching and various forms of team teaching are common in today's schools but have rarely been viewed in relationship to supporting novice special education teachers. Personal compatibility is consistently reported as a key factor in the success of co-teaching. Special educators who co-teach often take a backseat role in the general education…

The introduction of middle schooling in Australia has brought about changes to the working conditions of many teachers including finding themselves in teacher teams. The formation of such teams has been identified as critical to Australian middle school reform with teacher teams underpinning several of the fundamental components of a middle school…

In 2003, Dr. Freddie Thomas Middle School in Rochester, New York, was in serious trouble. In 2000, it had been labeled a "school under registration review" by the state's education department and was under a directive to make significant progress or face serious consequences. Three years later, only 3% of 8th-grade students met state standards in…

Jennifer's first years as a middle school principal occurred during a time of transformation initiated by the federal No Child Left Behind Act and further intensified by demographic changes within her Midwest suburban district of 25,000 students. In the context of national educational reform during this time period, Tom Erb asked, "Who will…

Ms. Thomas, the general educator, and Ms. Merced, the special education teacher, plan to co-teach mathematics classes during the upcoming school year. Based on previous interactions with students and knowledge of students' abilities from school records, they know that several students, including students with disabilities, struggle with…

The Team-Taught Cohort Model for preparing pre-service teachers to use technology in their classrooms involves a "block" of courses in combination with a field experience in the second year of a four-year university program. Pre-service teachers are placed in cohort groups that participate in intensive coursework in curriculum,…

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…

This paper describes the findings of a study of general and special educators' perceptions of co-teaching in elementary and middle school classrooms. A total of 85 students, 20 general education, and 11 special education teachers participated in this investigation in which student drawings were used as both data and as tools to spark teacher…

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…

Research on team-based schools suggests the importance of teacher empowerment as a factor in the school revitalization and reform equation and as a critical element in redefining schools as collaborative workplaces. In this study, the authors inquire into potential associations between teamwork skills and teacher team empowerment. Research…

Early adolescents require schools in which there is a freedom from pressure so that they can develop without fear of failure. (CK)

(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)