Describes a study of how more than 500 teachers responded to staff development sessions and reveals the characteristics of presenters that made such sessions successful. (AEA)

As part of a long-term inquiry into the nature of staff development, 300 interviews focused on teachers' use of formal development opportunities, informal interactions with other professionals, and personally directed growth activities. The relationships between teachers' growth levels and the social systems of schools are discussed. (Author/MLF)

Discusses the relationship between online searching and reference librarianship and the need to examine the educational theories of both together. The need to discover success factors of online searchers and apply that knowledge to the selection and training of reference librarians is also explored. Twenty-one references are provided. (EJS)

Surveys state departments of education to determine present standards for continuing education of school psychologists. Of states responding 43 percent have some requirements; the majority require six semester hours of college credit within five years. The use of staff development credits includes workshops and conventions. (JAC)

Presents a model for integrating learning and teaching structures based on Miami-Dade Community College's revision of its general education curriculum. Reviews the principles underpinning the faculty-curriculum development process and underscores the importance and benefits of the endeavor. (DMM)

Six areas of staff development program evaluation in which participants may be meaningfully involved are: (1) clarification of the program's goals; (2) development of a design for the evaluation study; (3) development of methods for measurement; (4) analysis of information; (5) response to evaluation instruments; and (6) reporting on an evaluation…

Continuous progress education is designed to relate to the special interests, needs, and abilities of each individual learner. A curriculum responsive to the needs of early adolescents would include the elements of content organization, learning activities, time allocations, student assessment, staff and materials development, and budget. (JN)

In 1965, the United States Congress established the Teacher Corps with the ultimate goal of broadening teacher preparation programs and improving educational opportunities for children from low-income families. The program requires that local projects incorporate characteristics that reflect current educational concerns. (JN)

Describes a unique experience in training the staff in the Borders Health District in Scotland in techniques designed to improve the quality of life of elderly people. The curriculum, philosophic approach, methodology, and techniques are described. (Author)

Teacher expectations are a powerful factor in the attainment of basic skills. If teachers expect their students to attain basic skills, they are more likely to do so. If teachers do not expect students to do well, that expectation is often fulfilled. (Author/CM)

The pros and cons of laboratory vs. field-based research are debated, and a university-based model program for research at the University of North Carolina at Greensboro into mainstreaming in physical education is described. (JN)

Describes a statewide training needs assessment based on joint state agency and university planning. Sample findings are presented for both the statewide population and various job function groupings. Differences in expressed training needs across job function groups are examined, and strategies for providing effective and efficient training are…

The developmental process of postsecondary administrators was studied at Rutgers. The research procedure, research population, typical survey questions, data analyses, and findings are reported. Five variables (entry level, performance-contingent rewards, performance appraisal process, level of formal education, job complexity, and responsibility)…

A model of the inservice training of classroom teachers for mainstreaming handicapped children is presented. The materials used in the program provide information about handicapping conditions as well as curriculum and behavior management styles. (JN)

A model of inservice training for teachers of mainstreamed students focuses on the development of a multidisciplinary staff support team which provides consultation to the staff members of a school. The establishment of building-based teams, types of assistance, administrative support, and accessibility of service are detailed. (JN)