Team learning techniques and the creation of educational forms which bring differing individuals into dynamic interaction probably may make students more self-directed and significantly heighten their intellectual consciousness as well. (Author)

A trial of team teaching in a graduate business course at Washington University is described by the two faculty men who conducted it. (Editor)

Reports the responses of 106 undergraduates to statements designed to show whether course content can be more effectively taught by two instructors, each devoted to his own training and interests, than by one. (Editor)

Instruction in the use of college libraries makes little sense unless it is related to classroom activity. Several teaching methods are discussed that address library instruction within specific educational contexts. Focus is on a method that involves the librarian as a seminar participant with students and professor. (JMD)

Author's experiences as visiting professor at one of Thailand's new universities. (Editor)

Describes change in the New Mexico State University teacher training program which involved integration of three previously separate courses into a coordinated sequence developed and taught by an interdisciplinary team. Included microteaching centers in elementary schools and student evaluation based on demonstrable behaviors. (JT)

Problems and successes of teaching an interdisciplinary and innovative course on the 1960's are reviewed by the team that taught it at Samford University. The basic framework was chronological, with heavy reading assignments and group discussions used to cover the social and political issues of the decade. (LBH)

Four problems in higher education are identified: hardening curriculum, graying faculty, shrinking budget, and disappearing students. Team teaching is suggested as one solution. A conceptual framework for types of team teaching is presented and practical suggestions to those who want to work within that framework are provided. (Author/MLW)

Studies comparing team-taught and solitary-teacher-taught classes at the college level are discussed; then studies comparing three different teaching techniques, including team-teaching, are reviewed. It is noted that the number of such studies is small and the findings offer mixed results, supporting neither the critics nor the supporters of…

Working together, the author, an educator, and a police training officer used their professional expertise to develop a curriculum for a program in report writing. The team approach enabled the author to teach elements of narrative style while the training officer concentrated on the application of these elements to specific kinds of police…

A discussion of the development of a team-taught course on World War II focuses on the students' reception of various aspects of course content, especially moral values and psychological dimensions, and the use of war-related poetry and prose in the syllabus. (MSE)