Describes the mentor program of the Teachers College Writing Project of New York City. (HTH)

This monograph is one of 12 that address various topics in the area of CETA/education linkages. They were designed to provide those individuals interested in the development and implementation of CETA/education linkages with information that will serve to enhance the quality of existing programs and facilitate the efficient and effective…

Finds sharp and definable differences in faculty attitudes toward and beliefs about the teaching of composition.

Outlines how the Talk Workshop Group of England, a support group model, was transplanted to inservice workshops conducted by Bay Area Writing Project personnel. (HTH)

Service learning, curriculum-linked community service, has proved remarkably effective in igniting students' desire to learn. In 1997, the Wisconsin Partnership in Service Learning was initiated as a cross-disciplinary, cross-institutional endeavor. Supported by a grant from Learn and Serve America, the partnership created a network throughout…

Advocates exchanging sets of compositions with other faculty members to help teachers more actively participate in their classroom writing groups and to encourage students to weigh teacher feedback for themselves. (AEA)

Describes a collaborative effort between a drama teacher and an English methods teacher that engaged prospective teachers in improvising endings to short scripts and presenting dramatic readings. (HOD)

Describes how the teachers in the Bitterroot Network--encompassing Idaho, eastern Washington, and eastern Oregon--have overcome difficulties in communication and cooperation across great distances and have used the Foxfire core practices to integrate fragmented teaching theories and methods into an effective "whole" teaching style. (SV)

A seminar held in Italy was in line with the Council of Europe's project activities for dealing with educational problems caused by the rapid transformation in social groupings, in the wake of increasing labor-market mobility and migratory phenomena. Four themes were discussed: (1) official strategies set up in certain European countries with…

Postsecondary and elementary-secondary teaching have both similarities and differences. Rather than continuing a divisive, adversarial relationship, pre-K-12 teachers and postsecondary teacher educators should envision and enact a view of education as a continuum. (SK)

Asserts that successful teaming requires training, practice, and support structures and that it often comes unaccompanied by training or instructions. Presents a conceptual model of the factors that affect team performance, and describes the three categories of the framework, their usefulness, and examples of pertinent studies within each…

Speech-language pathologists face many service delivery challenges in school-based settings. Traditionally operating from a disorder model, the school speech-language pathologist rarely takes advantage of the opportunity to work with students who may benefit from enhanced communication skills training. The Communication Lab approach is an 8-week…

Critics of collaborative learning such as Greg Myers argue that educators might let their enthusiasm for collaborative learning lead them to accepting social construction of knowledge as a good thing in itself. It is important, however, to distinguish between the use of specific collaborative learning activities--such as peer response groups or…

This book explains how and why team teaching works and provides a comprehensive review of research material with practical applications. The nature, purpose, types, history, and evaluation of team teaching are described. The chapters are: (1) "What Is Team Teaching?"; (2) "Why Team Teach?"; (3) "How To Design a Team Teaching Program"; (4) "How To…

Urges the use of writing models in content area instruction to demonstrate to students exactly what they are asked to produce and suggests that content area faculty join forces with English faculty in the teaching of composition. (AEA)