Presents a critical analysis of the Reagan administration's policies on school discipline, the Bauer Report, and the National School Safety Center. Points out that school discipline improves when the general quality of education is improved. (MD)

Describes a method for effecting change used with large secondary schools. Workshop participants explored the value of experiential, participative approaches to change and considered how what they bring to a situation can be creatively integrated with what is found in the changed situation. (JOW)

Reviews requirements and trends in public relations and in personnel development and training with respect to preparing speech communication students for these careers. (PD)

An observer of Japanese teacher centers reports on their purpose, scope, and activities--using British and American centers as a frame of reference. (Author)

Evaluating school employees can be successfully accomplished and can lead to further personal and professional growth for those involved if care is taken to remove subjectivity and bias from the evaluation. (Author)

Nova University's Program for Community College Administrators and Teachers, inaugurated in 1972 as a field-based doctoral program, addresses itself to the staff development needs of the two-year college practitioners. An overview of Nova's practical problem-oriented approach, curriculum, and cluster organization is presented. (JDS)

Provides examples of innovative use of television in teaching students and providing teacher inservice training. (IRT)

One of the most important tasks in working with teachers is helping them develop their own abilities to create developmentally appropriate curriculum for young children. This paper reflects on, from two perspectives, the ongoing process of teachers developing an understanding of how children learn and how that process affects curriculum…

An effective teacher must continue to learn, problem-solve, and respond to the evolving needs of his or her students. Ideally a culture of inquiry, reflection, and self-evaluation should develop. Voluntary inquiry-based reflection identifies problems and issues within a school and allows teachers and administrators to develop professional study…

This document contains staff-development standards developed by over 50 educators. The standards are organized into three categories: context, process, and content. The section on context addresses the organization, system, or culture in which the new learning will be implemented. Process refers to the "how" of staff development and includes…

This document contains staff-development standards developed by over 50 educators. The standards are organized into three categories: context, process, and content. The section on context addresses the organization, system, or culture in which the new learning will be implemented. Process refers to the "how" of staff development and includes…

This videotape and accompanying guidebook are intended to help teachers as they support and supervise paraprofessionals in the classroom. Section 1 of the guidebook provides a self-assessment to help teachers evaluate their present support and supervisory skills. Sections 2 through 5 address four key knowledge and skill areas. These sections…

As part of a school reform program, focused initially on literacy the San Diego City Schools decided to create the position of school-based staff developer. Creating this position proved to be a daunting challenge, with considerable disagreement between the union and the school district. Data were collected about the early implementation of the…

This paper presents a case study as an illustration of the need to probe issues and assumptions that arise when outsider staff developers work with teachers from different cultural and ethnic backgrounds. After tracing the historical and sociopolitical context of urban school reform, the paper examines the author/educator's experience of…

This paper discussed the need for clarification of the meaning of CBTE, emphasized the development of instructional materials and assessment procedures as necessary components of CBTE and the intimate connection between CBTE and teacher behavior research. (Author/RK)