To examine the role of staff development in implementing desegregation programs, the author annotates 39 publications from which she draws conclusions on the kinds of inservice staff education needed. Preceding the annotations is a glossary of 40 terms used in the literature. Four annotated publications describe teacher and principal behaviors and school district situations in which desegregation was unsuccessful due to lack of staff preparation. Successful examples of desegregation are presented in 12 annotations, illustrating how school staffs were trained to handle desegregation. Seven further annotated publications focus particularly on magnet schools' success in desegregation and on their greater use of inservice staff development. Finally, the author annotates l6 publications discussing the types of staff training conducive to successful desegregation. The author concludes that inservice education helps sensitize school staffs to the interpersonal and attitudinal problems in desegregation. She recommends that teachers and principals be trained in human relations, multicultural education, curriculum, management and discipline, and community participation. (Author/RW)