Review by Choice Review
Dorsch (Northern Illinois Univ.) has written a volume that can be classified as either a case study or an anthropological study: it looks at one school and one particular group of four teachers attempting to collaborate through interdisciplinary teaching during the 1993-94 school year. Carried out in an unidentified Ohio school, the project allowed incoming ninth graders to volunteer (select) a "new program encompassing the content areas of English, science, and social studies." The option was dubbed "connections" and learning-disabled students were included, thus the fourth area, special education. The heart of this volume is Dorsch's extensive analysis of the "connections teaching team" as an innovative activity operating within a "school organized and operated to honor the traditional view of teaching as primarily an individual craft." Eloquently written, this volume is something of a day-to-day diary of the trials and tribulations of the connections teachers. The generalizability of this study is questionable, given the short time frame and undesignated outcomes, but the intent and purpose are genuine. This reviewer wonders if the four teachers are still together in their "collegial community." Graduates through professionals. R. C. Morris; State University of West Georgia
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