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In this study, the authors examine the influence of teacher and student communication patterns, instructional practices, and teacher pedagogical content knowledge on students' mathematics learning in both general and special education mathematics classrooms. Five pre-service special education teachers in field placements and 43 students with varying disabilities participated in this study. Observations of teachers during mathematics lessons and follow-up interviews were conducted. Students in these settings completed a pretest and posttest of mathematics content taught over 6 weeks of instruction. Results reveal two sets of instructional practices, communication patterns, and teacher understandings of mathematics for teaching that differentially affected student performance. Implications are discussed for teacher education and further research. [ABSTRACT FROM AUTHOR]

The article examines the significance of collaborative teacher education in establishing an effective teaching training. There are various suggestions that offer an important example of serious advancement toward collaborative programs in teacher education. However, these programs are subject to investigation on their level of effectivity but they all made a significant step toward teacher education reform. The importance of a collaborative program should concentrate on the issues of equity or the fundamental shifts in curriculum and instruction as well as considering the needs of the children and commit on them.

The article presents a discussion on the Coral Springs Middle School (CSMS) teachers' renewal process that leads to the changes on their classroom practices in support of inclusive education. It discusses the activities and changes that the teachers implemented to effect change. The teachers adopted the Coalition of Essential Schools' (CES) principles to stimulate student interest, provide repetition, and increase rigor and depth in their teaching. It also discusses the student assessment program of the school to monitor students' progress during lessons and to assess their academic achievement over time.