One group of students whose unique needs present a challenge to educators seeking to create inclusive general education classrooms is learners who are learning english as a second language. The purpose of this article is twofold: (a) to distill from the literature of bilingual special education, bilingual education, and special education a description of the roles of bilingual special educators in cooperative teaching endeavors designed to educate second language learners in general education classrooms; and (b) to offer the observations of a bilingual special educator who worked as part of a cooperative teaching team.

One approach for educating students with disabilities in general education settings is cooperative teaching. Through use of an open-ended, non-directed dialogue journal maintained by two teachers of their perceptions as a cooperative teaching team, this article examined their perspectives and experiences, and the evolution of their relationship. The factors that contributed to the development of their relationship and implications of the findings for teachers, administrators, and teacher trainers are discussed.

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This article explores how the connections between women educators and female students can be critical for the development of a liberating resistance in both. The author addresses the loss of self-esteem, voice, and authority in girls documented in recent research and then reports on a retreat process designed for women educators in Shaker Heights, Ohio and in Boston, Massachusetts. These retreat experiences build community and promote resistance to the educational and cultural messages that silence the voices and negate the knowledge of girls and women. This work has resulted in changes in relationships and educational practice with girls and women colleagues. Thus by fostering healthy resistance, this work with women educators serves as a political intervention in the education of girls.

In exploring the connections among gender, schooling, and knowledge, this paper draws upon bodies of work which have been examined many times. However, the purpose of this essay is to frame a new question and begin to consider the relationships between and the effects of the silencing or expression of anger in women and their work as educators. The roots of this inquiry are located in my girlhood as I witnessed the various women in my life and their relationships with anger. But the questions framed here emerge from two particular action research projects, the "Women Teaching Girls Project" and the "Exploring Gender and Knowledge Project." Each consisted of a series of retreats designed to enable educators to identify and reflect on how their gender socialization and gendered knowledge informed their educational practice. In the first of these projects, consisting only of women, the discussion of anger was prominent. While this particular project was completed several years ago, I have returned to the data from this work, as well as theoretical work on gender and anger, in order to consider the value of anger in the educational work of women.