As we posited in Part I of this special issue, time is an important consideration for teachers to address when they are teaching students how to acquire, maintain, and generalize strategic approaches to learning. Time also poses a quandary to the educators who are attempting to promote the use of strategy instruction in classroom settings. Teachers are the engines that drive the delivery of strategic instructional approaches to students who need them. Rarely is time allocated for teachers to interact with one another within the framework of collaborative consultation. Like the gridlock that plagues metropolitan areas during rush hour, "timelock" interferes with the efficacy of collaborative consultation processes (Dettmer, Dyck, andThurston, 1999; Keyes, 1991). The time that general and special education teachers need to collaboratively prepare and plan for the provision of strategic approaches to instruction is simply not available during the school day.
