When the researcher and the practitioner share responsibilities and tasks and analyze research data collaboratively, there is greater potential for meaningful staff development. A cooperative research effort, among researchers and practitioners interested in staff development, at the Charlotte-Mecklenburg (North Carolina) Schools Teaching Learning…

When elementary school teachers become learners in staff development activities, they have special needs: (1) practical and concrete instruction; (2) individualized instruction; (3) extended practice time; (4) approval to modify and adapt new techniques; (5) site or team involvement; (6) instructors with teaching experience; (7) professional…

A model is proposed for gathering information about staff development efforts conducted by schools of education. The model can be used to evaluate staff development undertakings, report significant data, and help other institutions design comparable programs. (PP)

Describes an organizational counseling and career development program that serves both employees and their supervisors at the general accounting office. The counseling and career development branch has program components including developmental workshops, a career resource center, and counseling for employees with personal problems. (JAC)

Selected research studies useful for planning, conducting, and evaluating school staff development are reviewed, and a set of eight features common to the research is outlined. (MP)

The comprehensive professional training program of a multiprogram child care agency is discussed in terms of its value for staff members in their day-to-day work with emotionally disturbed and handicapped children and their families. (Author/RH)

Examined aspects of a nursing home staff's work in the application of reality orientation (RO) to confused patients. Argues that, in the application of RO and similar behavioral therapies, a clear analytic separation between patients' problems and the work of caregivers cannot be justified. Caregivers may help constitute problems. (Author/JAC)

The growth of in-house training and education programs of employers in both the public and private sector is discussed with a focus on supervisory and managerial personnel in large corporations. Effective dialog and cooperation between the corporate sector and the education sector are needed. (MLW)

User dissatisfaction with computer systems usually results from too little involvement of the user in the programing process. Defining information requirements satisfactorily and taking steps toward smooth staff acceptance of the system are important prerequisites to satisfaction with the system's design. (MSE)

The paper outlines a staff development strategy (model) designed to facilitate the development of sound instructional materials while keeping in harmony with the concerns of the individual staff members. The goals and role of innovation, stages of concern among staff, and strategies in staff development are discussed. (EAO)

A staff development program for classified support personnel at an institution whose small size cannot justify a large program is described. Needs assessment, program implementation, and lessons learned from the experience are outlined, and special problems and tensions in small-college staff programs are noted. (MSE)

Investigated two main areas: (1) tasks performed by child care workers, group home houseparents, and social workers working in group child care; and (2) knowledge of specific domains (e.g. nutrition, behavioral theories) relevant to performance of those tasks. Results are considered germane to staff training programs, job descriptions, and program…

Examines the development and activities of the National Institute for Staff and Organizational Development. Discusses four tenets for staff development initiatives: build credibility through face-to-face encounters; supplement personal encounters by a regular flow of information; build an internal staff development network; and encourage…

The School of Education at San Francisco State University developed a model program of faculty development. The primary focus of the faculty development plan incorporated development activities that would be initiated within individual departments. A secondary focus of the program is centered around the entire school. (JN)

New Hampshire's successful inservice plan has three main characteristics: local control, direct link to recertification, and lack of state funding. The New Hampshire Staff Development Plan is based on locally controlled inservice education. Teachers must participate in the local plan in order to be recertified. Staff development is financed by the…