This article offers a conversation with Dr. Jane Piirto, author, and professor at Ashland University, where she teaches in the Department of Inclusive Services & Exceptional Learners and the Doctoral Program in Leadership Studies. Here she discusses what she is currently working on, how the five dimensions of overexcitability relate to ADHD,…

The article explores perspectives on academic activities in public sector universities in Pakistan. Seven Pakistani universities yielded 290 teachers and 568 students in the sample. Factor analysis indicated five main factors in both teacher and student data sets. Both teachers and students were dissatisfied with the performance of the…

Four elementary school instructors offer insights into their classrooms, their unique professional roles, and their leadership approaches as they reflect on their journey to advance teacher and student mathematics learning. They note a "teacher leader" serves as an example to other educators and strives to impact student learning;…

Classroom teachers play an important role in the success of gifted programs. During the past two decades, researchers (Bigelow, 1993; Bransky, 1987; Milligan, 2001; Tomlinson, 2001) consistently reported more support from classroom teachers for gifted programming when the teachers had a greater understanding of giftedness. On the other hand, when…

A lot has been learned about effective approaches to realizing intended out-of-school time program outcomes. As program practitioners consider fostering evidence-based practices, program administrators, staff, and stakeholders must keep in mind that it is difficult to change behavior overnight, even among children. Efforts to improve outcomes for…

This article describes the role of the advisor in a staff development project and how advisors facilitate projects by providing support, clarification, materials, creative ideas, and structure. Recommendations regarding the use of advisors are made. (MT)

This article discusses model LGBT Safe Space Ally programs. These programs, often called "Safe Zones," include self selected students, faculty, and employees who publicly show support by displaying stickers, signs, and other identifiable items. Issues covered in the article include history, development, training, membership, assessment, and…

Describes a staff development project based on a literature discussion format that allowed teachers a forum for discussing their perceptions of common readings relative to current practices. Presents anecdotal and statistical results revealing that the study group realized increased effectiveness for the staff. (NH)

Explains a nested hierarchy of conceptions of teaching and suggests a process of expanding awareness among academic staff of the relation between learning and teaching. Presents a case study of one lecturer's changing conceptions and discusses how conceptual change may be encouraged in academic staff. (Author/LRW)

The question of whether teachers should train other teachers is discussed from the perspective of the literature and the opinions of classroom teachers. Several cautions for using teachers as staff developers are given. (MT)

This volume contains papers presented at a symposium which focused on ways to mediate or tailor change facilitation efforts. The symposium's purpose was to: (1) describe and analyze the best clinical attempts to use Concerns Based Adoption Model (CBAM) tools as guides for mediating staff development efforts; (2) present a conceptual scheme for…

One person's experience as the first building-level staff developer in her school is examined. Tasks of the job, experiences, personal insights, and recommendations for other building-level staff developers are described. (Author/MT)

The implementation of a school-based program in which specially trained teachers served as staff developers to introduce a writing-across-the-curriculum program is described from the perspectives of the teacher/staff developer, the principal, and the district director of staff development. (Author/MT)

An existential model, which views the teacher supervisor interaction as an end in itself, is described. Supervision using this model will be much more meaningful to the teacher. (CJ)

Developing a model to improve student academic learning time and achievement and to develop local resources to continue the program after the funding period required a staff development program that enabled teachers to use specific direct instruction teaching behaviors. The staff development program is described and recommendations are made. (MT)