Co-teaching is a fieldwork model in teacher education used to describe the shared responsibility of educators engaging in the process of planning, teaching, and reflecting to support student learning. While research often describes this model between teacher candidates and mentor teachers, this research examined co-teaching between university…

Many issues influence reform in teacher preparation including national accountability efforts, professional teaching standards, and local or regional factors. This study examines a rurally-located teacher education program's efforts to reform clinical preparation through co-teaching. Researchers argue that their adaption of the typical one-to-one…

EXPLORED ARE TEACHING AND LEARNING RELATIONSHIPS OR FORMS OF CLASSROOM INTERACTION IN THE TEAM TEACHING ARRANGEMENT, AND THE DIFFERENCES BETWEEN THESE AND TRADITIONAL CLASSROOM INTERACTION WITH RESPECT TO STUDENT ADJUSTMENT AND STUDENT ACHIEVEMENT. AN ATTEMPT WAS MADE TO IMPROVE THE SOPHISTICATION OF EDUCATIONAL RESEARCH INSTRUMENTS. A 2-YEAR TEAM…

Individualized instruction is defined as a process by which each learner is assisted in developing his own unique path, which may vary not only in rate, but in approach and content as well. There is concern at the present inability to provide such programs. Students must be provided opportunities to receive instruction, each at his own level. To…

Team teaching involves individualized instruction and flexibility in structural and instructional organization, as well as continuous evaluation of students and instructional procedures. By sharing responsibility for instruction, each teacher can function primarily in areas of strength and expertise. It thus becomes more possible to achieve the…

This is the first of seven modules designed to help teachers gain the knowledge and skills needed for successful team teaching. The user may choose one, several or all of the modules, in any sequence, with module 1 recommended as a prerequisite to all the others, and module 5 as a prerequisite to module 6. The pattern of each module is: 1) study…

Team teaching consists of four major types of teams emerging in the public school staffing patterns: (a) interdisciplinary groupings of teachers with diversified specialties; (b) groupings of teachers with instructional aides, paraprofessionals, and volunteers; (c) teams focusing on specific subject matter areas and related curriculum development…

Describes the continuation of a project that used collaborative technologies to team teach elementary science methods courses across three different public institutions. Student outcomes for the project indicate positive change in comfort with technology and understanding science education issues. (Author/MM)

Provides an interview with fourth grade teachers Judy McAllister and Erica Lussos. Discusses the teachers' thoughts on literacy and technology. Explores their ideas on integrating technology in the classroom in innovative ways that motivate and challenge young learners. (PM)

Describes a study conducted within a constructivist framework to examine pre-service teachers' development and implementation of a collaborative, technology-based literacy project with 11- and 12-year-old learners. Concludes that the pre-service teachers learned the value of Internet technology, e-mail, and hypermedia applications, but problems…

This guide describes the outdoor education practicum required of student teachers at Northern Illinois University (NIU). This 5-day residential experience is held at the Lorado Taft Field Campus (branch of NIU), established in 1951 to train teachers in outdoor education. Course objectives include: (1) to help student teachers gain knowledge about…

A new educational psychology course that combines mastery oriented content learning with direct participation in an elementary school classroom is described. The integration of theoretical-empirical information from psychology with the applied view of education in the classroom is the most important outcome of the new course. A variety of learning…

Maintains that everyone should teach the arts. Proposes a public/private initiative to facilitate interaction among the three constituencies who must interact as team for arts education to succeed: generalist, specialist, and visiting artist. (TRS)

TAPE, Theory and Practicum--Elementary, was founded on the assumption that the integration of theory and practice is vital to a preservice education program. This is a 24-semester-hour, field-based, preservice teacher training option of the Elementary Education program at Texas Tech University. Integrated with a student teaching component, it…

Multigrade planning-teaching teams, initiated in the laboratory school of Central Washington State College, have proved effective in improving inservice education. The team concept is based upon the assumptions that the teacher must know his students and, also, have some degree of specialization in the various subject areas. Each multigrade team…