This study evaluated two developmental learning communities, named the Integrated Studies Communities ISC, at Parkland College in Illinois. The primary purpose of the study was to compare the students in the ISC with similar underprepared students in the regular curriculum. The ISC offers four linked courses, and participating students take them…

This project examined the long term effects of the Experimental College Program at the University of California, Berkeley, in the 1960s through interviews with 40 of the 200 students who completed the program and a questionnaire sent to program participants and similar nonparticipants (n=104). A team of 6 faculty taught 150 students, admitted…

A comprehensive team approach to the selection and delivery of educational services for exceptional students is presented. Also described are recommendations for appropriate process or interaction models, team composition and functions, and a decision-making model. (CJ)

A study investigated how advantages of collaborative learning can be extended and deepened when team teachers consciously model collaborative behaviors and values they seek to encourage in students. Specific behaviors modeled are described and classroom results discussed. Evidence indicated that students observed teachers closely and were affected…

Describes an interdisciplinary college course on the Plains Indians, team-taught by history and literature professors. Outlines issues related to team teaching, organization of course content and selection of print and video instructional materials, classroom practice, and lessons learned. A course outline and exam essay questions are appended.…

Chronicles the development of collaborative teaching efforts in higher education, in a context of declining resources. Outlines models of team coordinated teaching and team teaching, and identifies four dimensions of collaboration: integration, interaction, active learning, and faculty autonomy. Offers a model of collaborative college teaching…

This description of a curricular adaptation decision-making process focuses on tenets of reflective practice as teachers design instruction for students in heterogeneous classrooms. A case example illustrates how an elementary teaching team transformed lessons to accommodate a wide range of learners in a multiage first- and second-grade classroom.…

Describes an approach for team teaching a Native American literatures course that integrates diverse literary critical theories. Using the novel "Winter in the Blood" as an example, a sociocultural critical approach analyzes the "Indianness" of the text and an analysis using objective and formal criteria allows the novel to be…

Describes the importance of creating an organizational structure where adult staff in child care settings can work together in teams. Argues that team building requires a climate of caring with respect for all views, support, trust, and a relaxed environment. Also proposes that a commitment to encouraging ideas, professionalism, and growth is…

Discusses careful planning, enlightened leadership, informed and enthusiastic teachers, and continuous evaluation as prerequisites for successful interdisciplinary teamwork. Suggests that interdisciplinary teaming allows better use of faculty members' skills, and provides better strategies for dealing with diversified populations, better…

An ethnographic study of how one elementary school changed from an ethnocentric to a pluralistic philosophy is reported. The study focused on the principal, bilingual staff, and parents of bilingual Spanish-speaking students during the 1990-91 school year. (Contains 13 references.) (LB)

This article describes the inclusion model implemented at two elementary schools in Minnesota and the educational experiences of a second grader and a sixth grader. One school's locally developed model focused on an alternative phonetic reading program for students at risk or with disabilities; the other school focused on team teaching. (DB)

This article describes key components for establishing collaborative partnerships for delivering services to children with communication disorders, including establishing a transdisciplinary approach, marketing the collaborative concept, and providing collaborative inservice training. Appendixes provide an outline for inservice training and a…

This article describes application of a collaborative service model for students with disabilities in a Minnesota middle school. The model delivers special education services in mainstream classrooms through curricula that are adapted, supplemented, and modified. The characteristics and role of the effective collaborating teacher are explored. (DB)

A special educator and speech and language pathologist made inclusion and collaboration a reality in middle schools. They stopped delivering services in self-contained classrooms and started meeting students' needs in regular classrooms via team teaching. The changes eliminated labels and stigmas and fostered higher self-esteem and success. (SM)