Vol. 1 includes "Organization number," published Nov. 1917.

The benefits of a collaborative work setting--including such practices as mutual help, exchange of ideas, joint planning, and participative decision-making--have been consistently confirmed by studies of effective schools and successful businesses. However, teacher isolation remains the norm. Drawing on recent research and educators' firsthand experiences, this book explores the benefits of collaboration, describes various collaborative practices and programs already occurring in schools, and shows how these practices can be introduced using currently available resources. As chapter 1 shows, collaboration has no single model and can occur in formal programs or informally among a few faculty members. Collaboration cannot be imposed from above, but depends on educators' voluntary efforts at self-improvement through teamwork. Collaborative schools foster help-related exchange, harmonize teachers' professional autonomy and principals' managerial authority, and convert teacher accountability to a self-policing policy. The second chapter shows the costs of self-imposed, professionally sanctioned teacher isolation, as contrasted with the benefits of collaboration, including increased professional development opportunities, improved student cooperation, and a more collegial learning environment. The third chapter surveys current collaborative practices in such areas as school improvement, professional development, teacher evaluation, and school decision-making. Chapter 4 shows that developing new practices is itself a collaborative process involving all school professionals. Strategies are suggested for principals desiring to encourage collaboration and for comprehensive and modest undertakings. Policymakers' promotion of instructional leadership might help principals create a truly professional teaching environment. (84 references) (MLH)

Consists of records produced by SUNY and its several offices. Includes reports, excellence awards, memoranda, master plans, history of SUNY, history of community colleges in New York, regulations and standards, publications, meeting and conference proceedings, statistics, SUNY General Education information, and SUNYLA (State University of New York Librarians Association) records.

Presented in this book for prospective and practicing foreign language teachers is an historical review of language teaching and teaching techniques--some new, some traditional. Presentation and method in relation to scholastic level and pupil interest are discussed, as well as language teaching in the elementary school, the use of audio-visual aids, and curriculum construction. Permanent bases and objectives of foreign language teaching are examined in chapters on dictation, conversation, composition, cultural context, grammar, reading, vocabulary, and pronunciation. Sample tests are included as patterns for constructing examinations. The teacher role in class, in the community, in the school system, and in the foreign language teaching profession are also considered