The impact of cooperative learning on students has been documented, but the outcome of increased collegiality among teachers has been overlooked. This article describes cooperative learning training and follow-up programs in two school districts set up to ensure that consistent and deliberate interaction occurs among teachers. (MT)

Five teachers describe their participation in an afterschool series entitled "Do Your Own Classroom Research." The projects they developed gave them the answers they sought as well as answers not sought. Each teacher's project and findings are summarized. (MT)

Surveyed 142 student affairs professionals to examine their perceptions of staff development needs. Results suggested little perceived need for staff development. Greatest relative needs were for improvement in milieu management, consultation, and instruction. Items related to positive personal and working relationships were concerns with regard…

The teacher training program drew on the most effective techniques of special education, condensing them into a course on how to teach. The program, implemented with regular secondary teachers on a voluntary basis, provided on-site practical training with follow-up. Reflections are offered on reasons for the program's success and training models…

The article offers practical thoughts on mediation to school systems involved in disagreements related to implementation of the Education for All Handicapped Children Act. The authors recommend training programs for mediators as well as for participants in mediation sessions, individualized education program meetings, placement meetings, and due…

Describes a staff incentive program that has successfully used employees to improve a school's efficiency through an old fashioned suggestion box. (MD)

A system of supervisory feedback of appropriate interactions with clients was instituted in a cottage for 31 mentally retarded children. Both staff and client behavior improved following the implementation of the feedback system but was not demonstrated because performance did not deteriorate when the feedback contingency was withdrawn. (Author/CL)

Outlines the Madison Workshop Program for staff development, operated by the local school system in cooperation with a local college. This unique collaboration funds nationally known educators to present workshops for local teachers. (MD)

A program produced by the Northwest Regional Educational Laboratory uses a combination of 8mm color-sound films and printed materials to train school food personnel. (MLF)

This paper attempts to articulate the process and content of the coaching model developed by the staff who work in schools affiliated with the Bay Area School Reform Collaborative (BASRC). BASRC is a 7-year-old nonprofit grant-funding organization with the mission to transform schools in the San Francisco Bay area, California into vital places to…

The basic staff development programs of the OEA have been the Professional Development Seminars, Inner City Seminars, and the creation of Instructional Advocates. (Author)

The survey described indicated that most libraries are already spending some monies on staff development, continuing education and professional growth, with costs distributed throughout the budget. However, the continuing education of the staff is seldom thought of as a subsystem of the total library system. (8 references) (NH)

The principle objective is to design a model for use by librarians in analyzing and defining the basic problems and in developing the framework for a program of cintinuing education or personnel development which will facilitate the application of management techniques. (9 references) (Author)

Details a training program designed by the Zale Corporation to develop professional store management staff. Includes the specific goals, methodology, description, and results of the program, which has become an integral part of the Zale Corporation and a contributor to the success of the company. (JOW)

The use of assessment centers to measure management potential is reviewed. Included are standards against which to evaluate centers, problems with the system, why many training managers prefer assessment to tests and interviews, and points to consider when converting an assessment center process to a management development experience. (CT)