In this article, the author offers his critique on Holburn and Cea's notion on "excessive positivism" that person-centered planners are overconcerned with scientific verification and logical proof. The author believes that Holburn and Cea's notion blurs the important messages they have for person-centered planners by leading toward a debate about…

Changes in the postindustrial era are forcing people to rethink goals, strategies for working, and how they organize to accomplish these aims. Innovations can reshape staff development programs, For some organizations, these times offer opportunities for "training not as usual." (JOW)

Focuses on some important aspects of managing training activities, such as arranging program logistics, obtaining/hiring program resource people, preparing budgets and plans, training and supervising personnel and managing leadership. (CSS)

Large numbers of part-time adult educators necessitate staff development. Effective staff development should determine needs, define audience, identify clear objectives, match content with needs, and involve participants actively. (SK)

A survey of 800 public school educators in New Hampshire revealed inconsistencies between staff development goals and practices. While teachers and administrators agreed on program goals, they disagreed on how effectively staff development projects meet individual needs. Differences between inservice activities and staff development activities…

Attitudes of teachers regarding inservice and staff development focused on gifted/talented students range from negative to hostile. Research and programs which encourage the development of effective inservice and staff development and which motivate teachers to be receptive and positive about developing skills to identify and teach gifted students…

Argues that school personnel should recognize and understand that the staff development process is a series of interrelated phases that should be followed and that these phases occur within the context of a particular social organization. (Author/IRT)

The authors propose a model for statewide planning and dissemination in the Comprehensive System of Personnel Development process, as mandated in P.L. 94-142, the Education for All Handicapped Children Act. (CL)

The article outlines the process used in Oregon to initiate a Comprehensive System of Personnel Development (CSPD) in special education. Factors contributing to the CSPD success include extensive involvement of a wide array of people in the process, clear responsibility outlines, and workable size of the cooperative personnel planning council. (CL)

Successful implementation of new programs requires planning, an appropriate strategy, and staff development. (Author)

Staff development workshops conducted by library media specialists can assist teachers to integrate information literacy skills and technology into their curricula. Guidelines are presented on the planning and implementation of such workshops.

The basic principles of program survival include one person assuming responsibility for a new program, continuing staff development, and altering a new program to benefit and improve student achievement. (MLF)

From an intergenerational training program for caregivers of children and frail elderly emerged a model for making program decisions. The model clusters potential activities in five categories: recreation/leisure, education, health promotion, public service, and personal development. It has four levels of selection criteria: match activities to…

Notes that staff development programs can provide opportunity for growth and development of student affairs staff. Discusses approaches to staff development and identifies common obstacles to program development. Provides four program examples from institutions with differing approaches to illustrate current staff development practices, issues,…

Effective improvement of accreditation standards for teacher education institutions must deal with deeply rooted problems such as inadequate educational finance and staffing. (LH)