By Gail Bush
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Extra resources for The School Buddy System: The Practice of Collaboration
Goodlad (1984), in A Place Called School: Prospects for the Future, found that “teacher-to-teacher links” (p. 187) for mutual assistance in teaching or collaborative school improvement were weak or nonexistent, especially in the secondary schools. As for teachers using resource educators, he found that teachers drew upon them “only a little and said that they were of limited value” (p. 187). Goodlad’s study included approximately 27,000 participants. His data showed that three-quarters of the sample (at all levels of schooling) would like to observe other teachers at work.
According to Ayers (1993), teaching depends on growth and development. It is replete with dynamic situations that present opportunities for insights, understandings, and intellectual puzzles. In order to be actively present for all that teaching offers, teachers must stay alive. They must own who they are as a person and as a learner if they want to be able to teach others. Ayers describes teaching as “often isolated and isolating, and an assumption of teacher preparation is that it must always be this way” (p.
5). In Information Power: Building Partnerships for Learning, which includes Information Power: The Nine Information Literacy Standards for Student Learning (American Association of School Librarians and Association for Educational Communications and Technology, 1998b), goals are stated that ensure that school librarians collaborate with teachers for student 30 The Teaching Profession learning. In a chapter devoted to collaboration, leadership, and technology, collaboration is identified as a key theme in building partnerships for learning.