This article discusses weaknesses in standard approaches to consultancy that have developed out of conflicts between special and regular educators, including a narrow focus on problem solving and an implication of superiority on the part of special educators. Cooperative professional development teams consisting of both special and regular…

Several educators highlight aspects of effective staff development programs that have resulted in improved student outcomes, agreeing that staff development is an important ingredient in the elusive formula of success. The article includes a list of eight examples of what experts say about staff development. (SM)

Action science is a communication technique that staff developers can use to increase interpersonal competence and problem-solving skills in schools engaged in the process of school transformation. An example of the action science intervention at a Maryland elementary school is presented. (SM)

Effective advocacy for staff development requires actions to develop support from in- and outside the school district. Advocacy involves vision, commitment, outreach, good planning, proof of program quality and effectiveness, alignment of staff development and school district goals, and understanding of client concerns. (SM)

Discusses staff development in the area of technology integration in secondary schools. Highlights include how the new technology can be useful; staff motivation; training considerations, including staff needs; and student participation in producing videos on various educational technologies for staff to watch. (LRW)

Examined a staff-development program in a large urban California school district that exposed participants to African-American culture and features of African-American English. Preliminary findings for 32 teachers show that they easily incorporate display, ritual, and situated enactment into their teaching but have not made many other…

Examines the literature that discusses teacher attitudes toward and knowledge of computer technology to determine how they incorporate it into their classrooms. Topics include motivation; training; support; computer anxiety; deterrents to the use of computer technology; and training needs, including inservice and staff development and…

A study investigated the relationship between condition of employment of 388 direct-care staff in the Netherlands and the distribution of their activities in residential facilities for people with intellectual disability. Results found that employee characteristics tended to affect nonresident-oriented activities of direct-care staff rather than…

A nationwide survey of teachers and administrators showed how central administration can facilitate school-based improvement. Results revealed eight practices that respondents believed helped facilitate the implementation of school-based improvement. Practices related to goals and planning, policy and procedures, staff development, recognition and…

Focuses on the application of the Critical Incident Technique (CIT) in three studies at the Department of Information and Communications, Manchester Metropolitan University, United Kingdom. Examines staff-development needs as a key element in change in higher education; decision-making practices in small- to medium-size libraries; and development…

Recent research describes the two components of a collaboration ethic model--person-centered attributes and organizational-level elements. Camps can implement these components within camp; among friends of the camp (alumni, community, and parents); and between camps, resulting in strengthened communities, learning, and increased effectiveness. (TD)

A study investigated 57 Swedish day centers for individuals with mental retardation found that half of the staff had not received information on assistive devices and that inservice training was primarily with communication devices, mobility aids, and lifting devices. Knowledge of time control devices was limited. (CR)

Discusses library personnel role-blurring driven by budget cuts, technology, and promotion requirements for professional staff. Notes that hard feelings must be overcome, the need for compensation must be acknowledged, and job descriptions rewritten. Concludes with a discussion on the importance of staff development. (AEF)

School and union officials in California's Lompoc Unified School District turned what was an adversarial and distrustful process into highly collaborative one. The Lompoc experience suggests certain elements are crucial in transforming labor relations: (1) critical number of visionary key players; (2) sense of trust throughout the organization;…

Describes a study done at Midlands Community College in South Carolina to assess gender and race bias in staff promotion. Concludes that, although a cursory analysis shows bias in favor of white males, when the effects of time employed and grade are removed, there cease to be significant race and gender differences. Contains four data tables. (JDI)