ABSTRACT
In research conducted over a four month period, a case study method was devised to provide a basis for examining the practical use of expert volunteers (i.e. inactive teachers with experience and certification) in an elementary school setting. At the same time we wished to examine, from a more theoretical basis, the constructs classroom teachers have when placed in a situation requiring a posting and sharing of their constructs. The volunteers in this study agreed to participate two or three half-days per week and carry out in-class instructional activities assigned to them by a host teacher.
