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ERIC Number: EJ854544
Record Type: Journal
Publication Date: 2004-Sep
Pages: 15
Abstractor: ERIC
Reference Count: 50
ISBN: N/A
ISSN: ISSN-1710-2146
Collaboration, Co-Teaching, and Differentiated Instruction: A Process-Oriented Approach to Whole Schooling
Santamaria, Lorri; Thousand, Jacque
International Journal of Whole Schooling, v1 n1 p13-27 Sep 2004
This article describes one school's year-long effort to provide equitable access to the core curriculum to a very culturally, linguistically, and academically diverse student body while increasing teachers' needs for responsive professional development by piloting a dramatic change in the special education service delivery system with the support of professors from a local university. First, the authors briefly examine the literature on collaboration, co-teaching, and differentiated instruction. Next, they describe what happened at Bienvenidos Elementary School with regard to collaboration, co-teaching, and differentiated instruction. The authors do this by organizing the outcomes according to the Six Principles of Whole Schooling that are the philosophical underpinnings of this journal; namely: (1) empowering citizens for democracy; (2) including all; (3) providing authentic, multi-level instruction; (4) building community; (5) supporting learning; and (6) partnering with parents and community. The authors close with a preview of the school team's goals and vision for the second year of its journey toward whole schooling. (Contains 1 figure.)
Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail: wholeschooling@twmi.rr.com; Web site: http://www.wholeschooling.net
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Identifiers - Laws, Policies, & Programs: Equal Access