While virtual and online schools for students in grades K-12 gained in popularity before the coronavirus disease 2019 (COVID-19) pandemic and served a wide variety of student populations, including students with disabilities during the pandemic virtual teaching became the reluctant norm. As online school sites have begun to welcome students with…

It is essential that middle school content-area and special education co-teachers adopt evidence-based literacy practices that they can integrate into their content-area instruction to address the needs of all of the students in their classes. This article provides co-teachers with four planning tips to improve implementation of the practices they…

Coteaching is an inclusive practice used to provide students with disabilities the opportunity to learn alongside their peers in the general education classrooms. Two certified teachers (general education and special education) deliver substantive instruction to a heterogeneous group of students in the cotaught classroom. However, there were…

The Common Core State Standards for Mathematics will place more pressure on special education and math teachers to raise the skill levels of all students, especially those with disabilities in math (MD). The purpose of this study was to assess the effects of enhanced anchored instruction (EAI) on students with and without MD in co-taught general…

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…

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)

Describes a house, multi-grade-level organization in which six or more educational specialists form a team whose primary concern is fulfilling the scholastic needs of the approximately 120 individual students for whom they share responsibility. (For availability, see EA 507 405.) (Author/IRT)

Participating in a transition to a middle-level school provides the most potential for professional growth within a given school culture. In this article, a former middle school principal shows how a content-oriented, somewhat inflexible veteran seventh-grade social studies teacher reluctantly embraced middle-school teaming and eventually…

Many middle schools use teaming or other models to create smaller teaching and learning units. Too often, schools align these models with characteristics advocated in the literature, rather than focusing on collaborative work environments' effects on teachers' and students' lives. These structures' true value lies in the collaborative work…

The emerging middle school movement throughout the United States today is in part an effort to rediscover, redefine, revamp, and reintroduce the basic pedagogical principles of adolescent learning upon which the junior high school was established almost seventy years ago. Proponents of the middle school support the rationale that children 10 to 14…

Discusses the experience of including a deaf and academically delayed student in a middle school classroom. Notes the team teachers' and students' efforts to modify instructional and social situations to benefit all students, including modifying assignments, participating in class activities, using the community as a classroom, and assigning…

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…

Reports on learning when engaged in a four-month experience of co-teaching a water unit in a seventh-grade classroom. Suggests that co-teaching allows for a mode of learning that is not captured by Schon's notions of reflection-in-practice and reflection-on-practice. Concludes that co-teaching, as co-learning, is praxis. Contains 26 references.…

A recent case study examined how the organizational changes from junior high to middle school influenced the science program for a large North Carolina school system, focusing on teacher preparation, time allocation, interdisciplinary instruction, equipment allocation, and information and leadership issues. Science instruction was enhanced under…

Examined types of work completed by teachers on middle school interdisciplinary teams nationwide. Data from a sample of 159 teachers on 40 teams and their 40 principals indicated no significant differences between teachers' and administrators' perceptions on degree of teacher participation but revealed significant differences within 10 measured…