This one-page fact sheet describes "We the People" professional development opportunities. These include: (1) national summer institutes; (2) state and regional workshops, seminars, and institutes; and (3) advanced content seminars. Participants complete academic readings, attend morning lectures, and participate in afternoon sessions…

The NURTURES project, consisting of three phases, was implemented per its original timeline. Hiring, planning, piloting, and implementation were all completed in a timely manner with regards to the original timeline. Elements of the project were modified for improvement based upon reflection and formative evaluation findings. During the Planning…

We offered four annual professional development workshops called STAR (for Scientific Teaching, Assessment, and Resources) modeled after the National Academies Summer Institute (SI) on Undergraduate Education in Biology. In contrast to the SI focus on training faculty from research universities, STAR's target was faculty from community colleges,…

Effective professional development programs for science teachers provide opportunities for active learning and teacher self-reflection on beliefs about science teaching, learning, and practice. One model that fosters active learning and promotes reflection is collaborative curriculum development, in which teachers work together with university…

Describes how Virginia's annual summer conference for agricultural educators is planned, conducted, and evaluated. Includes a sample format and evaluation scale, and examples of subject areas covered. (SH)

A listing of summer workshops.

A listing of summer courses, workshops, and seminars offered at various institutions during the summer of 1971 gives dates, credits, costs, and offering institutions and guest professors. (GB)

Reports and materials from the Hawaiian Studies Project are presented. The document, designed for elementary school teachers contains two major sections. The first section describes the planning phase of the project, the Summer Institute for Hawaiian Culture Studies (1976) and the follow-up workshops and consultant help (1976-77). The appendix to…

This paper contains a summary of the impact of writing projects that are modeled after and partially funded by the Bay Area Writing Project and emphasizes the growth and development of the Greater New Orleans Writing Project (GNOWP). The assumptions behind the National Writing Project that link these projects together, the research that supports…

Discusses need for supportive teacher education, retraining of professional and technological personnel every ten years, additional formal training for administrators, curriculum officers and lecturers, experimental teaching methods and appropriate incentives to encourage teachers now teaching and to attract new people to the field. (RB)

Three years of experience with summer workshops led the authors to summarize the development of an effective program and to conclude that this approach to teacher training carries the seeds of long-term success for inservice education as well as for need curricular implementation. (JB)

The expansion of developmental reading programs into the secondary grades requires qualified and trained secondary reading teachers . This need is presently being met by local school districts through the operation of inservice training programs. The following observations of these programs are reported: (1) the secondary reading program is now…

Participants in the 1955 National Science Foundation Summer Institutes for high school and college science teachers were given questionnaires during the first and last weeks of their institute to determine their background and opinion of what they expected from the institute and degree of satisfaction. A total of 364 before and after pairs of…