This publication summarizes two surveys of teachers and researchers in Scotland on different aspects of staff development. In the first survey, teachers were asked what types of support they valued at times of change in the curriculum. A total of 165 questionnaires were returned by principal teachers from 45 of the 51 schools targeted by the first survey. There was widespread agreement that staff development was the major factor underpinning effective change. Teachers valued staff development that was given appropriate resources, was based on clear identification of needs and had clear aims and objectives, and was relevant to the course syllabus. Teachers also valued support materials that were clear, accessible, and relevant to the syllabus; fully developed but still able to be adapted to local circumstances. They valued being given time for discussion with peers and for departmental planning. For staff development, they suggested that all teachers should have the opportunity to attend workshops and seminars that might be local repeats of national conferences. The second report, based on interviews with 40 people, the role of research in staff development, in working towards the ideal of the "reflective professional." Findings of the study indicated that research had much to offer to staff development, but was not making the contribution it was capable of. While staff development was seen as having a range of purposes and the matching of these to needs was a key objective, there was no consensus about the role of staff development or the most effective models. The findings suggest that results of research are not always readily convertible to staff development situations. The rationale for linking research and staff development was felt, unanimously, to be the pursuit of the goal of the teacher as a reflective professional--the teacher who can engage with theory and reflect critically on his or her own practice. The role of research and of the processes involved in creating a "culture of reflectiveness" was recognized and the need to effect change through the day-to-day action of empowered individuals was a recurring theme. (ND)