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This document presents findings of a study that examined the impact of teacher teaming on the implementation of a comprehensive program of curriculum and instruction. The program, Complex Instruction (CI), was implemented in four middle schools in the Riverdale School District (Arizona), each of which utilized some form of teaming instruction. CI was designed to involve all students in higher order thinking. Data were collected from interviews with the principal, CI coordinator, and CI teachers at each of the four schools. Findings indicate that: (1) colleagueship was a plus for teachers; (2) in most cases, CI involvement helped to strengthen team identity and unity; (3) block scheduling was an important complement to teaming and to CI; and (4) implementation success depended in part on the fit between CI and other foci of team curricula. The data highlight the importance of voluntary teacher participation and conditions of support for program implementation. School leaders can build support by providing team planning time and developing professional-development norms and expectations for risk taking. Finally, CI influenced and was influenced by organizational structures and processes. One figure is included. (LMI)

This publication explores the literature on teacher action research and authentic instruction, and draws on investigations of teacher research activities in order to promote the use of more"authentic" curriculum and instruction, especially for students at risk. "Authentic" instruction is defined as instruction based around problems, questions, or application tasks of personal interest to the students. These explorations and discussions are intended to ground the program in an understanding of fundamental issues in this approach to school improvement. As an approach to promoting such instruction, action research by teachers and classroom-based inquiry into teaching and learning are advocated. The report is organized in two sections. The first section examines teacher action research; the second investigates authentic curriculum and instruction. Appendixes comprising the bulk of the document include: (1) advisory meeting materials; (2) a bibliography on Teacher/Action Research; (3) an article entitled "What Is a Teacher-Researcher?" (Glenda L. Bissex); (4) a bibliography on Authentic Instruction; and (5) excerpts about Authentic Instruction. (LL)

A study examined the influence of classroom organization, student age, and student ability on 122 students' perceptions of who were the "better readers" in their classrooms. The students were members of one second grade and one fifth grade receiving reading instruction in a whole-class format; a second-third grade combination classroom taught with four ability-based groups; and one second grade and one fifth grade taught in permanent ability-based groups. The students were asked to rank their reading books from easiest to hardest and to decide which of two peers was a better reader. The results showed that particularly high levels of agreement on better readers occurred in the classes with whole-class instructional formats. While the data did not indicate that students' ages had any effect on their perceptions, ability differences suggested that students in ability-based instructional groups were less likely to make accurate judgments about task performance, and that being in a classroom where reading groups operated at the same time may provide low-ability students with useful information for judging other students in the classroom. Overall, the study indicated that teachers can arrange their classrooms to increase or decrease the amount of information students receive that can influence students' views of each other and, presumably, themselves. (RL)

A study was conducted to describe change (and lack of change) in instructional processes and teacher and student behavior when class size was reduced by one-third midway through the school year. Two second grade classes from two schools participated; one school was in rural Virginia, the other an inner-city school in California. Information was collected through observation, teacher journals, and interviews, and teachers and researchers collaborated throughout the study. General patterns of change occurred when class size was reduced. Teachers reported that classroom management seemed easier and more effective. There was also evidence that classes functioned more smoothly, student attention rates were generally higher, and there were fewer absences. The teachers welcomed the opportunity for greater individualization of instruction. Changes in curriculum also occurred, most in the form of enrichment activities such as more instructional games, reading for pleasure, and field trips. Within the basic reading and mathematics curriculum, some teachers found that students completed lessons and progressed through the curriculum more quickly. Other teachers developed lessons in greater depth. While the teachers expressed a sense of greater freedom from the constraints imposed by a large class and increased enthusiasm, it appeared that easing these constraints allowed the teachers to do what they were already inclined to do in a better fashion. Most of the changes could be described as modifications or improvements within the teachers' existing styles and plans of instruction. (JD)