In this article knowledge productivity, a process that creates conceptual artifacts, is used as a way to investigate the outcomes of collaborative and enquiry-oriented activity by teaching professionals. It is an outcome of the motivation to learn (self-regulation) in that it studies the issues from different professional perspectives (reflection…

This case study documents the pedagogical changes an inner city, secondary school math teacher made as she attempted to help her students learn to use their minds well. Data were gathered in the 1989-90 school year. The report includes the teacher's description of her past teaching practices, notes how she began to change, describes the inner city…

This paper introduces an integrated teacher education model based on the Expeditionary Learning Outward Bound Project model. It integrates early childhood, elementary, and special education and uses inquiry-oriented and social constructive approaches. It models a team approach, with all teachers unified in their mutually shared philosophy of…

This handbook is designed to identify, build, maintain, and expand teachers' personal and professional effectiveness using "MegaSkills." Section 1, "Knowing Your Leadership Strengths," focuses on identifying strengths, exploring how adults learn, and considering new dimensions for successful education. It also discusses seven habits of good…

Describes the Missouri Accelerated Schools Project and offers information about each component, suggesting activities that teams could use to develop the skills necessary to establish a collaborative culture. Five key components are necessary for productive school teams: establishing trust, developing common beliefs and attitudes, empowering team…

Followed 9th grade teachers and their students as they began a teaming initiative to address urban educational challenges. Results showed that teaming meant the development of an ethos of collaboration manifested in everyday interactions among team members. This enhanced teachers' ability to transform their world of work, though their…

This case study describes the inclusive education program of a student (age 12) with deaf-blindness. Critical factors associated with the program's success included direct administrative involvement, teachers' and peers' problem-solving skills, adaptations of materials and activities and the environment, effective teaming, and positive attitudes…

Articles published from 1980 to 1997 were reviewed on team teaching and school-based problem-solving teams which served students with special needs. Results suggest that research on both models lacks experimental designs and generally report student-based outcomes. Suggestions for continued research efforts are offered. (DB)

Surveyed Canadian teachers to determine leadership sources for implementing new programs and teaching practices. Results indicated that principals were the most widely identified source of leadership in implementing change. There was ambivalence about the perceived effect of principal-assistant principal teams. Teachers considered informal…

Discusses reflective practice based on the research orientation of a European network, highlighting the interaction between reflection and partnership which generates reflective practice and discussing: kinds of reflection, theorization, and research devices suitable for reflective practice processes; kinds of teacher-researcher partnerships that…

Qualitative research methods were used to investigate the perceptions of three teams of general and special education teachers concerning their educational roles and collaborative efforts in the inclusion of children with severe disabilities in general education classrooms. Findings indicated that initially discrete role boundaries were observed,…

Presents a curriculum model that emphasizes the development of transdisciplinary teaming skills. The model provides students in communication disorders, early childhood/special education, occupational therapy, and therapeutic recreation discipline-specific knowledge and skills as well as a core of cross disciplinary courses and experiences which…

Eight faculty members from five different campuses across the state of Wisconsin collaboratively taught a seminar course in early childhood special education through distance education technologies. A description of the course development and implementation is provided followed by summaries of the qualitative and quantitative analyses of student…

Critical Friends Groups (CFGs) are vehicles for creating collective intentionality that reaches a shared end: increased opportunity for the disadvantaged to create equality of opportunity. Not that participating in CFGs is the only action educators can take to create moral schools; rather, moral schools reflect the beliefs, ends, and practices…

The ULINCS Project research describes how elementary teachers learned a model for integrating skills of mathematics, reading, and writing with the teaching of science which led to increased teaching skills and enhanced student achievement. This joint university and school district project was funded by an Eisenhower Grant, and focused on educators…