Student learning and development do not occur without teacher learning and development. Not any teacher development will do, though. The old flaws of weak and wayward staff development are well-known--no staff development, in which trial and error are assumed to be enough; staff development that is all ideas and no implementation, i.e. the…

Describes a five-week summer program for elementary teachers designed to develop content knowledge in physics through immersion in the subject and cooperative learning. Teachers indicated they changed their science teaching orientation toward process and content and increased their awareness of the power of demonstrations and student-generated…

Describes a model for exploring the multidimensional relationship between staff development and improvements in student learning. The model is based on the premise that the quality of staff development is influenced by many factors, including content characteristics, process variables, and context characteristics. (SM)