The primary objective of the Federally Assisted Staff Training (FAST) programs for the 1970-71 academic year was to improve the classroom learning environment in participating Title I schools by expanding the ability of teachers to direct their own improvement by using techniques such as interaction analysis, micro-teaching, and student feedback.…

Outlines the special summer humanities institutes for secondary school principals that began at three universities in 1984 and were funded by the National Endowment for the Humanities. (MD)

The Summer School of Physical Education at Monteagle, Tennessee, was probably a major influence in the development of physical education programs in public schools of the South at the turn of the century. (JMF)

Article evaluated a program whose purpose was to teach children to live in harmony with people from other national, racial and cultural groups. (Editor/RK)

A 2-WEEK SUMMER INSTITUTE TO PROVIDE INSERVICE TEACHERS WITH CURRENT INFORMATION ON THE PRACTICES AND CONCEPTS OF INDUSTRIAL INSTRUMENTATION WAS CONDUCTED AT RUTGERS UNIVERSITY. THE CURRICULUM WAS FOCUSED ON POST-HIGH SCHOOL, 2-YEAR INSTITUTIONAL NEEDS, WITH ADAPTATIONS DRAWN FOR THE HIGH SCHOOL LEVEL. A LEARNING EVALUATION OF PARTICIPATING…

THIS HISTORY, CONTAINED IN THE 1964 BULLETIN OF THE INDIANA UNIVERSITY LINGUISTIC INSTITUTE, GIVES AN ACCOUNT OF THE GROWTH AND DEVELOPMENT OF THE INSTITUTE FROM ITS FOUNDATION (IN 1928) AND EARLY SESSIONS UNDER THE DIRECTORSHIP OF EDGAR H. STURTEVANT. IT OFFERS A CONDENSED, YEAR-BY-YEAR DESCRIPTION OF THE INSTITUTE'S ACTIVITIES, MAKING NOTE OF…

THIS REPORT PRESENTS AN EVALUATION OF THE 8-WEEK NDEA INSTITUTE FOR ADVANCED STUDY IN READING AT NEW MEXICO STATE UNIVERSITY, SUMMER OF 1967, BY THE 27 PARTICIPANTS AND THE DIRECTOR OF THE INSTITUTE. READING SPECIALISTS FROM ACROSS THE NATION SERVED AS CONSULTANTS. ADMINISTRATORS, SUPERVISORS, AND TEACHERS OF SECONDARY SCHOOL READING WHO HAD NOT…

Described is a five-week summer institute sponsored by the National Science Foundation for 35 teachers and administrators interested in implementing "AAAS Science - A Process Approach." Institute activities included those suggested in the AAAS "Guide for In-Service Training," with additional activities beginning the fifth week…

This report evaluates the value and success of an Institute Program in human relations for educators and administrators in Los Angeles, California. Specific objectives include: (1) determining the overall value of the Institute to participant administrators; (2) determining the specific strengths and weaknesses of the Summer Institute Program;…

Three separate projects were involved in this evaluation project. Project 1 involved teacher-participants, teaching staffs, and institute directors and asked their opinions about general institute performance and particular subject matter coverage. Project 2 focused on the teacher-participants only, investigating the effects of institute…

OBJECTIVES: The institute was organized around five of the major components believed to influence the quality of the relationship between the learner and the teacher: 1) characteristics of the disadvantaged learner, 2) perceptions and beliefs of the teacher, 3) facilitators of learning, 4) curriculum material, and 5) teaching skills. DURATION:…

The article describes the administrative structure, content, presentation, and evaluation of a summer inservice training program for vocational teachers of handicapped students. (CL)

Describes the State-of-Illinois supported Cooperative Summer Institute of McKendree College, Lebanon, Illinois, which participated in a week-long Creative-Problem Solving Institute at the State University College in Buffalo, New York. (MB)

The establishment and dissolution of summer institutes in academic subject areas offers a clear example of the shift of philosophy during the decade of the 1960's from essentialism to reconstructionism." (Author)