Discusses two training programs and five books designed to facilitate teachers' efforts to integrate the curriculum. (SR)

Staff in British further education colleges need training in responding more flexibly to the needs of diverse adult learners. Staff development should focus on four stages of flexible teaching/learning: material and resource preparation, tutorials, study, and assessment, review, and reflection. (SK)

Provides a step-by-step reference for building a new development team in computer-assisted instruction and computer-based training. Included are descriptions of staff development considerations, computer-based training technology information such as computer software and hardware, training methods, and teamwork. (DB)

Argues for the implementation of mentoring programs for beginning teachers. Outlines theoretical and practical aspects of the concept of mentoring, mentor qualities and expectations, mentoring activities, and outcomes of mentoring. (HB)

Discusses using a retreat to promote school renewal, focusing faculty, staff, and parent energies on an shared vision for the future. (SR)

Presents a conceptual framework intended to indicate the need to consider curriculum implementation, staff development, and evaluation as integrally linked in the curriculum change process and to reinforce the idea of involving teachers meaningfully. (RS)

Large numbers of part-time adult educators necessitate staff development. Effective staff development should determine needs, define audience, identify clear objectives, match content with needs, and involve participants actively. (SK)

Focused, sustained staff development occurs too seldom in U.S. schools. The "just-in-time" approach involves learning teams composed of teachers who teach a specific content area at the same time or at contiguous grade levels. "Bite-sized" training sessions, facilitated by a staff-development professional, occur every few…

Examines the importance of diversity training for employees in all work environments and presents a case study of one training program delivered to facility management personnel at Ohio University. The diversity program components are described as are its positive results and potential pitfalls when presented at an institution. Concluding comments…

Suggests that the director is key to the quality of an early-childhood organization. Updates promising developments in leadership training. Notes that 12 states, two national organizations, and 17 foundations have launched credentialing initiatives for child-care-center directors. Highlights several national organizations that provide development…

This study evaluated the effectiveness of a staff training-and-management package on nutritional practices in two community-based group homes serving adults with developmental disabilities. Food storage, menu development, and meal preparation were covered. All staff behaviors increased after training and were maintained for up to one year.…

Today's staff developers juggle eight roles as their work has broadened to incorporate more responsibility and accountability for continuous changes in educational programs. The eight often-overlapping roles are trainer/designer, coach, resource provider, program manager, consultant, task facilitator, process facilitator, and catalyst for change.…

Surveys are a commonly-used tool for measuring satisfaction with staff-development workshops. The four main sources of error and bias in most surveys are sampling slips, non-response nonsense, time-slice traps, and questionable questions. The paper discusses several typical survey problems and presents tips for making surveys into effective tools.…

Review of the current state of human-resource-development literature includes definitions, models, and dominant biases. The review concludes that the literature is fragmented and reflects a diverse range of issues and opinions. (73 references) (SK)

Discusses the psychology of anger as a basis for dealing with anger-related problems that arise at camp. Camp staff may have problems with anger that are not identified by staff screening. The camp staff manual should contain a written policy regarding overt displays of anger. Guidelines suggest the use of anger during conflict resolution. (CDS)