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This book relates "new" information and communication technologies (ICT) to their specific teaching and learning functions, in particular how ICT is appropriated for and/or by educational or learning communities. We categorize consumer-oriented educational multimedia as established technologies, not of primary importance for innovative approaches to collaborative learning. Internet connections in schools and academic institutions are no longer new, though the learning culture originating from this technology may still lack a sufficiently rich definition. The technological "hot spots" of interest in this book are in turn: groupware or multi-user technologies such as group archives or synchronous co-construction environments, embedded interactive technologies in the spirit of ubiquitous computing, and modeling tools based on rich representations. Important features of these new technologies are: the move from individually oriented software tools to multi-user tools providing group awareness as well as facilities for the co-construction of knowledge; a definition of software use beyond a single piece of software towards multiple applications or tools which are not only technically interoperable but also task and role compliant in a social situation (social interoperability); high interactivity and creative potential with high productive activity and initiative on the part of the user (as opposed to the receptive scheme of usage of many educational multimedia applications); new kinds of peripherals in the spirit "of ubiquitous computing and augmented reality", which allow for redefining the borderline between physical action on the one hand and virtual or symbolic on the other

Educational technology. --- Group work in education. --- Teaching teams. --- Co-teaching --- Collaborative teaching --- Cooperative teaching --- Coteaching --- Instructional teams --- Rotation plans (Teaching) --- Team teaching --- Teaching --- Cooperative learning --- Group method in teaching --- Group teaching --- Education --- Instructional technology --- Technology in education --- Technology --- Educational innovations --- Instructional systems --- Aids and devices

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Coteaching is two or more teachers teaching together, sharing responsibility for meeting the learning needs of students and, at the same time, learning from each other. Working as collaborators on every aspect of instruction, coteachers plan, teach and evaluate lessons together. Over the past decade, because coteaching can be highly beneficial to both students and teachers it has become an increasingly important element of science teacher education and is expanding into other content areas and educational settings. This edited book brings together ten years' work on the research and the practice of coteaching and its impact on teaching and learning, predominantly in the sciences. It includes contributions from Europe, United States and Australia and presents an doverview of theory and practice common to most studies.

Science -- Study and teaching. --- Teaching teams. --- Teaching teams --- Science --- Education --- Education, Special Topics --- Theory & Practice of Education --- Social Sciences --- Study and teaching --- Study and teaching. --- Science education --- Scientific education --- Co-teaching --- Collaborative teaching --- Cooperative teaching --- Coteaching --- Instructional teams --- Rotation plans (Teaching) --- Team teaching --- Education. --- Science education. --- Teaching. --- Learning & Instruction. --- Science Education. --- Teaching and Teacher Education. --- Teaching

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ACE (Active Collaborative Education) set out on its educational journey in October 2001. At the time, graduates of the college were enthusiastically accepted in the field, smoothly slipping into the school system and highly appreciated as ‘good teachers’. However, this situation did not please this book’s contributors. They wanted to see ACE graduates as different teachers, agents of change and innovation in their classrooms as well as in the wider circles of their society. It is against this background that the ACE program came into being – subversive in spirit, focusing on the process as much as on its end results, on dialogue instead of on competition, and on learning communities and participation as much as on individual engagement. .

Education - General --- Education --- Social Sciences --- Teachers --- Teaching teams. --- Training of --- Co-teaching --- Collaborative teaching --- Cooperative teaching --- Coteaching --- Instructional teams --- Rotation plans (Teaching) --- Team teaching --- Teaching --- Education. --- Education, general. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Training --- Training of. --- Teacher education --- Teacher training --- Teachers, Training of

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Paraeducators—also known as teacher aides, teaching assistants, and instructional assistants—are playing an increasingly important role in schools. Most teachers, however, have never been trained to work effectively with other adults in their classrooms.

Teachers' assistants --- Teaching teams --- Co-teaching --- Collaborative teaching --- Cooperative teaching --- Coteaching --- Instructional teams --- Rotation plans (Teaching) --- Team teaching --- Teaching --- Aides, Teachers' --- Assistant teachers --- Assistants, Teachers' --- Classroom assistants --- Education assistants --- Instructional assistants --- Paraeducators --- Paraprofessionals in education --- School assistants --- Teacher aides --- Teachers' aides --- Teaching assistants --- Teachers

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This book introduces the Collaborative Teaching Improvement Model of Excellence (CTIME), a continuous improvement model that embraces personalized professional learning to ensure that teachers meet the core competencies for co-teaching without burning out along the way.

Teaching teams. --- Educational change. --- School improvement programs. --- Improvement programs, School --- Instructional improvement programs --- Programs, School improvement --- School self-improvement programs --- School management and organization --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Educational planning --- Educational innovations --- Co-teaching --- Collaborative teaching --- Cooperative teaching --- Coteaching --- Instructional teams --- Rotation plans (Teaching) --- Team teaching --- Teaching