can ask about contextual features. These questions will need further expansion and adaptation for teachers as the language of anthropology may not be easily accessible to teachers. Her final chapter includes recommendations for effective practices in professional development which hold up well to the most recent recommendations on understanding teachers "situated knowledge" contexts (Putnam & Borko, 2000).

Educators are developing an understanding of what we know and don't know about teachers' learning and their use of cooperative learning. We are becoming more interested in case studies, teacher research studies and action research projects that provide a better picture of the use of cooperative learning. Jacob is accurate in considering cooperative learning a good indicator of how educators understand the adaptation of educational innovations in general. Context is a vital, and often overlooked dimension of educational innovations when they are put into practice. This is a solid, important study with a significant review of the literature on teacher learning, context features and educational innovations, cooperative learning and professional development.

Brody, C. & Davidson, N. (1998). Editors. Professional Development for Cooperative Learning. Albany, NY: SUNY Press.

Putnam, R.T. & Borko, H. (Jan. Feb. 2000). What do new views of knowledge and thinking have to say about research on teacher learning? In Educational Researcher, (1), pp. 4-15.

Using Cooperative Learning In A University Inclusion Course
Fred J. Brandt

Throughout the United States the mainstreaming of students with handicapping conditions into general education classrooms is an unwelcome reality for many content area teachers. How does a high school social studies or foreign language teacher deal with a class of thirty students in which 4 or 5 are learning or emotionally disabled or physically handicapped?

To meet the needs of these teachers, Fordham University in New York State has designed a graduate Inclusion Course in which cooperative learning plays a very important role. Many school districts mainstream special education students into classes without providing any staff development in inclusive techniques. Fordham University recognizes the importance of helping these teachers with a practical approach for teaching mainstreamed classes. As part of each class session, graduate students work in groups and simulate a cooperative learning experience so that they can practice these techniques with their elementary or high school students. The following modifications, so typical of special education philosophy, are applicable in any classroom situation.

Individualize instruction using cooperative learning Pairing of students is the most effective and easiest technique for teachers to implement. When a high achiever is partnered with a low achieving student, both benefit from the pairing and the students are actively involved in the lesson for at least half the class time.