The "Individuals with Disabilities Act," "No Child Left Behind Act," and "Individuals with Disabilities Education Improvement Act" call for educators to work together to teach special education students in an inclusive setting. In this regard, research supports the use of co-teaching by general and special education…

In evaluating the effectiveness of a supplementary center for early childhood education it was hypothesized that a nongraded organizational structure would allow for an orderly and meaningful transition from preschooler type play activities to the more formalized learning of the primary age child. It was also believed that a school's primary…

Occupational versatility is an innovative approach to the teaching of industrial arts which began in the fall of 1969 in three pilot schools, two junior high (Grades 7, 8, and 9) and one middle (Grades 6, 7, and 8). The major components are a multi-experience general shop facility, team teaching, student management, a self-instructional system for…

The Instructional Planning Team is based on the Research and Instruction Unit of the Wisconsin R & D Center for Cognitive Learning. To determine if the IPT as an organizational arrangement would increase the ability of a group of classroom teachers to use research-based information to improve their instructional program, a pilot test was conducted…

An attempt was made to determine whether or not the male influence of teacher Confreres can bring about significant improvement in academic achievement, personality development, and sex role identification over a three-year period of time. Analysis of variance was used as the statistical process for determining tests of significance. The…

The paper discusses the details of a Navajo-English bilingual program: the current bilingual curriculum, the roles of the Navajo and the English language teachers, the problems of teacher training and materials development, the effect on the students' cognitive and affective development, community participation, and results on standardized tests.…

The 1975 Summer Skills Center program in the District of Columbia public schools consisted of elementary centers serving students in grades 3-8 and secondary centers serving students in grades 9-12. It called for instructional groupings containing students of several grade and age levels. Teachers were to be activity coordinators for…