Five regular and special education teachers collaborating in mainstreamed classes in Virginia elementary, middle, and high schools were interviewed to determine how the teachers came to collaborate; how they collaborated; changes they experienced as a result of collaboration; and benefits (instructional, professional, affective) and concerns…

This article describes the challenges faced by a first-year special educator of children with emotional disturbances. In addition to academic diversity and behavioral challenges, there were also issues related to working with a team of special educators and being the newcomer. These issues included instructional time, behavioral management, and…

This article examines the change in teachers' attitudes and instruction following computerization of their schools. Parameters chosen to assure the success of the study were: teachers' training courses, establishment of teachers' teams, teachers' expectations and willingness, and teachers' use of the computer in the school. The study took place in…

This article describes and evaluates the pairing of 2 preservice teachers to 1 mentor for early fieldwork. Traditionally, many programs have been reluctant to assign more than 1 student to a mentor. This study describes how the pairing is implemented; it addresses practical considerations; and it evaluates the innovation. Feedback gathered from…

This paper reports findings of a study examining the nature of collaboration between special educators and general educators in two elementary schools. In addition, personal perspectives are presented on the linkages between conducting research and gaining experiences as a special educator at one of the elementary schools the year following…

This action research study describes the perceptions of third through fifth grade classroom teachers and special services teachers who provided services to students needing special modifications in their instruction or interventions in order to succeed in regular classrooms. Participants indicated their level of agreement with 14 questions on a…

This qualitative study examined the socialization experiences of novice Louisiana middle school teachers. With the middle school as the unit of analysis, it used the aeronautical metaphor to describe schools as organizations where new teachers' initial flight into teaching occurred. Data collection involved interviews with principals, mentors, and…

Faculty development as a central and continuing task in higher education can often be hampered by a mistaken over-concern for faculty autonomy. A collegial approach to faculty development may be an effective means for the improvement of teaching while respecting the rights and dignity of the teachers involved. (Author/MSE)

The principal of a large Boston elementary school encountered 10 barriers to high student achievement. Examines why he and his staff struggled with those barriers for most of his 15-year tenure at the school. Believes the turning point came when Massachusetts mandated high-stakes tests. (MLF)

Describes one British teacher's study of teacher appraisal at his secondary school. The study discussed school-based practitioner research, gleaning perspectives about appraisal from colleagues, and encouraging dialogue regarding various concepts. Questionnaires and interviews with colleagues indicated a need for positive professional…

Developed from the experiences of a fifth-grade inclusion project, a checklist is presented for successful implementation of inclusion programs. The checklist includes factors that educators should consider as they plan and implement inclusive classrooms and is divided into six sections, beginning with information about preparing for inclusion.…

Compares the perceptions of first year British college students, third year students, and staff on the teaching, practice, and assessment of personal transferable skills within a geography program. Reveals that the staff and students agree that personal transferable skills should be taught but finds a variety of discrepancies among the three…

Purpose: To investigate relationships between teamwork, trust and teacher team commitment. Design/methodology/approach: Research has confirmed the value-added effects of organizational commitment in terms of job performance, organizational effectiveness, and employee retention. This study focused on teacher teams as the unit of analysis, and…

Interviews of graduate and undergraduate students and faculty members at several urban universities were conducted during a 3-year period. The results suggest differences in satisfaction and performance with respect to temporary versus permanent groups and groups versus teams. Possible explanations for these differences are provided. The article…

This paper describes and interprets the case of a middle school's first year of using interdisciplinary teacher teams as a key among several restructuring moves. It describes: (1) characteristics of the teaming process--leadership, decision making, professional growth and support of individual teachers, and cooperation, competition, and conflict…