ABSTRACT
The concept of collaboration is currently popular in the field of education (Lieberman, 1986; Hord, 1986; Sirotnik and Goodlad, 1988). It has been interpreted in many waysfrom the pairing of students with teachers, to studies of classroom interactions, to cooperating on larger school projects. Some of the more notable cooperative ventures have been between and among single teachers, small team projects, curriculum efforts, and major sharing of human and material resources between institutions.1 Information on the degree to which any of these versions achieve collaboration or describe the specific processes involved are limited, but even more limited are the accounts which acknowledge and describe diversity issues within urban schools.
