Daniel L Kain

• Northern Arizona University

This case study illuminates contextual factors related to the tutor experience when senior students served as tutors for sophomore students in a problem-based learning (PBL) course in a baccalaureate dental hygiene program. Data were collected using various sources and methods. Tutors and administrators were interviewed, those tutored completed an...

Describes the Integrated Secondary Teacher Education Program (I-STEP), offered at Northern Arizona University, which educates teachers for middle school careers. Describes program features: (1) integration; (2) field experience; (3) inquiry and problem--based learning; (4) intense collaboration; and (5) alternative student assessment models. (KB)

Assessment is an essential consideration in revising a secondary teacher education program. The restructured program at Northern Arizona University is described, with special attention given to the final exhibition students perform. This exhibition consists of a visual display of artifacts, a videotaped teaching episode, an oral presentation of the...

Discusses the need for middle school teaching teams to maintain boundary relations with other parts of the school. Provides a framework for dealing with group boundaries and recommends actions to preserve intergroup relations, including intergroup communication, acquiring a total-school perspective, and deliberately attending to boundary matters. (...

Used the critical incident technique to study conditions that encourage or discourage teacher collaboration. Found that time, training, and organizational support were crucial to collaboration. Lack of structured support, pressures to "cover" curriculum and conduct testing, and traditions of tracking and separate-subject instruction discouraged col...

Teacher teams at a new school were observed during their first year working together. Based on these observations plus interviews and document analysis, this article describes a “crisis” in teacher relations (a controversy about grading) and the practice of collaboration as it is revealed in this crisis. The discussion highlights the importance of...

Presents suggestions for using agendas to structure team meetings and for encouraging dialog among team members at middle schools. Discusses the importance of considering dialog in planning agendas and concludes that team dialogs can help to create a new version of collaboration in schools and new connections for students. (KB)

In this essay I examine past research into integrated or interdisciplinary studies and explore future directions for researchers. Four questions form the focus of the essay: Why integrate curriculum? What constitutes integrated studies? Who benefits from curricular integration? and What pedagogical changes accompany integrated studies? Citing the v...

This case study examined how a team of middle school teachers from different subject areas collaboratively planned interdisciplinary experiences for their students. Using fieldwork research methods, including long-term participant-observation, interviewing and document analysis, the study explored how team members planned interdisciplinary experien...

University Microfilms order no. UMI00419069. Thesis (Ph. D.)--University of British Columbia, 1992. Includes bibliographical references.