Partner Teaching: A Promising Model

Anne Luca


Bronson, C. E., & Dentith, A. M. (2014). Partner Teaching: A Promising Model. Education, 134(4), 506-520

This article covers what about co-teaching and collaboration can be helpful. Aside from going over in detail what styles teachers can used to co teach, this article covers what the benefits are for co-teaching and collaboration. They have pointed out that it is very helpful in the case of larger schools and larger class sizes. Students preform better with co-teaching while being in these larger class sizes. Reading in particular seems to be a skill that is effected by co- teaching.


I found this article extremely helpful. It was great for applying learning about how co teaching could really improve student lives. I think it was one of the most informative articles that I have found as far as the positive effects of co teaching and combining class rooms into one. There are many benefits, like improvement in reading scores a swell as improvement in grades.

Stuck behind the curve: How the academic law library can help students who struggle in law school

Gary Lui

Gonzalez, J. A. (2014). Stuck behind the curve: How the academic law library can help students who struggle in law school. Legal Reference Services Quarterly, 33(3), 239-268. doi:10.1080/0270319X.2014.922396

The Gonzalez (2014) article make several suggestions as to how law librarians can help with law students’ process skills by having law school librarians work with the law school professors. Gonzalez particularly suggests that law librarians in law school are most capable of helping struggling law students.  Law libraries have many resources now to help law students to learn such as outlines and study aids, as well as providing space in the law library for students to study. Most law librarians in these law libraries are skilled in helping law students with legal research. Though “[m]any law schools separate law librarians from full-time, tenured faculty, but most librarians have teaching roles [however], especially in the first-year legal research curriculum” (Gonzalez, 258). Law libraries and the librarians who work in them also have existed in law schools for a longer time compared to academic support programs, which are a recent development.
Academic support programs are currently programs developed to help struggling students in law schools. Therefore, law librarians should collaborate with law professors in supporting academic support programs (ASPs) in law schools.

The Gonzalez article is interesting in the suggestion of law librarians collaborating with law professors to work together on behalf of the law students. “An effective way for librarians to serve as a bridge between professors and students would come from partnering with professors on student assignments” (258). I think Gonzalez is convincing in advocating for collaboration between law librarians and law professors in supporting academic support programs for law students struggling in law schools. I believe academic support services are the future of law library services.

Collaborative Planning and Coteaching

Amy Hubschman
CO- Collaboration Strategies

Wilson, M. (2012) Boomtown: A wild west adventure in collaborative planning and coteaching. Retrieved from

This article from the ALA website discusses some simple and easy ways librarians can encourage and foster a collaborative work environment with classroom educators.  The author reviews simple steps such as making yourself available, presenting ideas in different ways, incorporating technology tools, and simplifying the planning process for the teacher.  The author walks readers through scheduling a collaborative unit by detailing an example of Boom Towns during the California Gold Rush era.  The example is easy to follow and helps visual learners understand the “how-to” collaboration process. 


This article is great at detailing exactly how to work with classroom teachers in planning a collaborative unit between two educators.  The author shares advice on initializing conversations and promoting the dual educator role throughout the planning and teaching process.