We posit that professional development (PD) models fall on a continuum from highly adaptive to highly specified, and that these constructs provide a productive way to characterize and distinguish among models. The study reported here examines the impact of an adaptive mathematics PD model on teachers' knowledge and instructional practices as well…

The teaching profession needs to take the initiative in establishing a comprehensive, conceptual framework for inservice education. (MM)

An in-service coordinator can encourage each teacher to select personally a program that fits the teacher's learning style. (JD)

The concept of mentoring is defined in its classical, historical and current contexts. These definitions are critiqued and a new, far-reaching definition is offered. Five functions of mentoring are described and the roles within each function are discussed. (JL)

Research and literature on educational change, teacher effectiveness and leadership are reviewed to provide a context for describing teacher-leader programs. Qualities of effective leadership are discussed. Suggestions for developing and reviewing teacher leader programs are given. (JL)

Effective inservice programs are necessary to ensure that current reforms in education are properly implemented. Inservice programs must meet the needs of both the educational system and educators. Six basic policy assumptions dealing with what is needed in inservice education are discussed. (DF)

The New England Program in Teacher Education model of inservice education is described. (MM)

College and university faculty are taking a new look at their role in in-service teacher education and staff development. Several considerations regarding perceptions and activities in this area are discussed. (JMF)

The article discusses the benefits of teacher leader programs and outlines a schemata for a program of professional development for teacher leaders. The knowledge domain of a teacher leader program, such as local district needs and interpersonal development, is described. (JL)

Question clusters related to staff development content delivery are used to develop programs that will result in more productive professional development. The questions determine the focus of programs, analyze the target audience, discuss the selection of delivery modes, and identify future directions. (JMF)

Describes the development of a program fostering prospective and practicing elementary school teachers' research on their science-teaching practices, discussing the science-education community's recognition of the importance of teacher research, examining beliefs underlying development of the program, describing the program's setting, summarizing…

A 25-year university-public school partnership produced 3 teacher development programs without cost to partners. The Teacher/Intern Exchange Program focuses on clinical faculty and beginning teachers. The Teacher Enhancement Program features experienced teacher renewal and support. The career Development Program addresses classroom education…

Universities and schools differ in their orientations toward the role of reflectivity and activity in collaborative restructuring efforts. This article describes and compares three models of school-university partnerships in relation to factors that may affect the balance of reflectivity needed for successful collaboration. (Author/IAH)