To translate the concept of a conflict resolution curriculum into everyday practice, teachers can identify their own filters and agendas in conflicts; examine the classroom environment; and refine their interaction skills. (LB)

Because many available employee training tools are not suitable for the college or university environment, college personnel trainers must create their own. This article proposes an approach to developing such tools which is based on behavior modeling and is designed to maximize transfer of skills learned to the work environment. (MSE)

The pyramid model of staff training provides rural school districts with a practical low-cost solution to the problem of underqualified teachers of students with severe disabilities. In this model, special-education administrators or supervisors receive training in program improvement, train teachers in their districts, and provide ongoing…

Argues that training is a critical success factor for Internet implementation in organizations, both in teaching Internet skills and in enabling trainees to participate in planning how the Internet could transform the organization. Conceptual areas relevant to the development of training and the associated theoretical perspectives are suggested.…

School staff needs training in computer use. Training design must acknowledge issues facing staff developers (how to conceptualize technology-based teaching, at what level technology-based teaching occurs, how teachers adapt in ways consistent with specific features of technology, and how technology-based classroom activities acknowledge the way…

The new manager of the Saint Louis Public Library's cataloging department describes how she dealt with three computer systems, planning for unexpected downtime, juggling staff, balancing different levels of expertise, and upgrading staff technical skills. The development of a cataloging procedures manual is also described. (KRN)

Issues are (1) increased organizational ambiguity; (2) continuing education as big business; (3) competition for scarce resources; (4) complex, global, and political problems; (5) competition for nontraditional students; (6) human resource development; (7) mainstreaming of continuing education programs; (8) organizational cultures in the…

Discusses the successes and problems in creating major changes in an undergraduate curriculum and addresses the issues of consistency in management, strengthened advising, revision of the majors' handbook, improvement in professional development skills, insufficient content, sequence of skill progression, uniformity in skill teaching, and faculty…

Multiculturalism is vital in a society constructed on coalitions whose members seek common ground. The educational system must be the forum for providing the opportunity to value diversity. Selected reviews are presented of six books on multicultural education and society. (SLD)

When preparing middle-level students for the information Age, educators must consider staff-development needs in the areas of computer technology and portfolio design; classroom restructuring for project-based curriculum; integrated subject disciplines; and alignment of the portfolio approach to school, district, state, and parental expectations…

Teachers need focused staff development to improve content knowledge and pedagogy for specific subject areas. An interview with Lee Shulman, professor of education, discusses advantages of content-specific development, noting the important role of case studies and the changes necessary for helping teachers become lifelong students of content and…

Meeting teachers' differing training needs calls for an assortment of staff development strategies to be selected by the teachers themselves. Choices should include individualized education plans, short-term sabbaticals, substitute-teacher teams, teachers as instructors, peer coaching, teacher exchanges, released time, summer workshops, weekend…

Maintains that staff guidance in early childhood and child care programs can be optimized when it functions within the guidelines of developmentally appropriate practices in regards to staff age, stage appropriateness, and individual appropriateness. Differences in individual staff temperament and cognitive styles are considered. (BB)

These guidelines for staff development programs present four components to guide the purposes, distribution, content, and structure and organization of staff development for middle-grades educators. Claims that the guidelines, if implemented, could alter knowledge and practices of middle grades educators to improve early adolescents' learning and…

The article reviews the history of staff development in general, discusses characteristics, problems, and limitations of the present, and examines the future, noting philosophical issues affecting the future of the National Staff Development Council. (SM)