School-university partnerships are promising collaborations for better preparing qualified and competent teachers for the realities of today's diverse American classrooms. Research has been conducted on many aspects of partnerships, but few studies have focused on partnered student teaching placements. In this article, a professor and five of her…

The purpose of this study is to compare attitudes toward inclusion among general education (GE) and special education (SE) teachers. Between 1997 and 2007, many changes took place within the Individuals with Disabilities Act and in 2002 the introduction of No Child Left Behind. This meta-synthesis examines the teacher's attitude towards inclusion.…

AN INFORMAL TRIAL AND EVALUATION OF TEAM TEACHING WAS CARRIED OUT IN EACH OF THREE COLLEGE COURSES FOR TEACHERS. THE POSITIVE CONSEQUENCES OF TEAM TEACHING WERE JUDGED TO BE--(1) MORE EFFECIIVE COVERAGE OF MORE MATERIAL, (2) MORE EFFICIENT USE OF THE TEACHER'S TIME, (3) GREATER MOTIVATION AND STUDENT INTEREST, (4) GREATER OPPORTUNITY FOR STUDENT…

The authors examine how a public school culture that has resisted a number of promising reform initiatives could be transformed by a Millennium School model based on four basic principles: a multi-tiered career path for teachers; teaching in teams; performance-based accountability; and ongoing professional development.

Hierarchical educational structures employ a standards-driven decision-making atmosphere that challenges teachers' autonomy. This situation represents a critical issue for teacher educators who must consider how they will teach candidates to respond to these settings. We argue that teacher empowerment represents a moral issue that teacher…

Teaching science in preschool classes was found to be worthwhile both as a pre-student teaching experience and also for the preschoolers. (CP)

This article makes a number of distinctions which may help to clarify some of the issues in differentiated staffing of the classrooms of America. (Editor)

Reconceptualizes teacher evaluation in terms of coteaching, an epistemology and methodology for teaching and learning to teach that is grounded in the collective motivation of preparing the next generation of citizens. Central to coteaching are cogenerative learning sessions in which those who share a classroom experience collectively construct…

A demonstration was designed in Butte, Montana, to experiment with the use of volunteers in a homebound method of adult basic education in urban areas. A two week intensive training session was conducted for six trained teachers, twelve teacher aides, and thirty volunteers. These were divided into teams composed of a teacher, two teacher aides,…

This set of documents includes the original proposal (December 1968) for the 2-year Toledo Teacher Corps program and a summary description of the program half way through its first year (November 1969). The program summary describes it as an undergraduate training program designed to improve the educational process in urban poverty areas and to…

This monograph defines team teaching and discusses its rationale in relation to individualized instruction. The paper defines team teaching as "unified, yet diverse, direction of learning activities by a committed coalition of thoughtful, dedicated persons." Also defined are the following patterns of team membership and organization, which are…