Faculty development represents one of several responses to changes in the academic environment. In an industry characterized by steady state and no growth, career mobility has declined dramatically. Faculty development is seen as a way to assist faculty to remain or once again become vibrant, vital, productive, and pertinent. (MLW)

Commentaries are presented by Jack I. Bardon (on TM 504 397 and 398), Douglas T. Brown (on TM 504 396 and 398), and Irwin A. Hyman (on TM 504 396 and 397) regarding the professional roles and training needs of school psychologists. (GDC)

Reviews the role and changing status of the school nurse in New Jersey since 1900 and presents a rationale statement from the New Jersey State School Nurses Association: "Why Schools Need Certificated School Nurses." (SJL)

Unions of professionals are comparable to neither traditional professional associations nor traditional unions. To reject unionization because it is allegedly "unprofessional" is supported neither by the theoretical base, the historical record, nor the current reality. (Author)

Academic administration cannot be considered a profession and cannot regulate itself because, unlike the professions, it has no clear, single clientele. External regulation is seen as inevitable in the administration of higher education. (Author/MLW)

Criticizes the efforts of community college instructors to achieve the status of college professors through over-specializing, opposing the open door policy, and emphasizing transfer programs. Asserts that community college teachers should be selected for teaching competence and experience, commitment to community affairs, and belief in the…

A brief history of teacher education in the United States, emphasizing the creation of schools of education, the development of professional standards, and the problems confronting teacher education in recent decades. (SJL)

Maintains that many of the professional development skills needed to survive and prosper in academia are learned through contacts and activities within professional organizations. Describes a workshop given to graduate students to promote membership in these organizations. Includes a list of 25 professional organizations in sociology. (MJP)

A Vanderbilt University (Tennessee) program designed to instill workplace values in the institution's business and finance areas is described. Program elements include a focus on the values of a specific work group, acknowledgment of the relationship between work performance and institutional success, and recognition of the good work of…

Examines the tensions among government professionalization agendas for teaching and teacher education and the creation of conditions in schools and faculties of education where professionalism is diminished or underminded. Considers the tensions teacher educators experience as they manage competing definitions of professionalism within the…

Examines authorship in 36 library and information science journals over a 5-year period and indicates that only a small proportion of 4-year institutions is responsible for formal contributions to the literature. Of those individuals contributing to the literature, the vast majority makes only 1 contribution per 5-year period. (18 references)…

Identifies and discusses five issues that are critical to an integrated professional identity for those in early childhood education and care. (BB)

The education community--teachers, teacher educators, administrators, policymakers--must come together to establish truly professional standards and the mechanisms for their expression; in addition, it must serve as the catalyst for the rigorous enforcement of these standards. (IAH)

This article chronicles the evolution of the Classroom Research Study Group (a collaborative effort of the University of Louisville and the Jefferson County Public Schools Ghens Professional Development Academy), describes how it functions, discusses teachers' emergent roles as action researchers, and considers related issues concerning the…

Implications of Herzberg's motivation-hygiene theory for teacher reward programs were tested by comparing changes in teachers' (N=38) job-enrichment opportunities and recognition after the teachers had chosen one of two rewards (travel to professional training conferences or cash). Results were consistent with the motivation-hygiene theory. (IAH)