In 1965, the United States Congress established the Teacher Corps with the ultimate goal of broadening teacher preparation programs and improving educational opportunities for children from low-income families. The program requires that local projects incorporate characteristics that reflect current educational concerns. (JN)

Describes a unique experience in training the staff in the Borders Health District in Scotland in techniques designed to improve the quality of life of elderly people. The curriculum, philosophic approach, methodology, and techniques are described. (Author)

Teacher expectations are a powerful factor in the attainment of basic skills. If teachers expect their students to attain basic skills, they are more likely to do so. If teachers do not expect students to do well, that expectation is often fulfilled. (Author/CM)

The pros and cons of laboratory vs. field-based research are debated, and a university-based model program for research at the University of North Carolina at Greensboro into mainstreaming in physical education is described. (JN)

Describes a statewide training needs assessment based on joint state agency and university planning. Sample findings are presented for both the statewide population and various job function groupings. Differences in expressed training needs across job function groups are examined, and strategies for providing effective and efficient training are…

The developmental process of postsecondary administrators was studied at Rutgers. The research procedure, research population, typical survey questions, data analyses, and findings are reported. Five variables (entry level, performance-contingent rewards, performance appraisal process, level of formal education, job complexity, and responsibility)…

A model of the inservice training of classroom teachers for mainstreaming handicapped children is presented. The materials used in the program provide information about handicapping conditions as well as curriculum and behavior management styles. (JN)

A model of inservice training for teachers of mainstreamed students focuses on the development of a multidisciplinary staff support team which provides consultation to the staff members of a school. The establishment of building-based teams, types of assistance, administrative support, and accessibility of service are detailed. (JN)

The team concept, in increased professionalism of admissions staffs, is the key to successful market positioning. Results show admission staffs increased recruitment efforts by 50 percent, decreased the budget by 10 percent, and, for the past two years, have exceeded new student goals. (Author)

A survey of universities and polytechnics in the United Kingdom describes the people who provide training and development for teachers in institutions of higher education: their departmental attachment, their timetabled involvement, and the facilities they offer. Implications of disparate resources for staff development are discussed. (Author/MLW)

Most educators agree that professional development should promote better teaching, greater understanding of children and youth, and improved curricula. A framework for effective inservice involves the five essential categories of attitude, climate, content, organization, and time. (JN)

Three professional development models are described which use research as a basis for the content and the process of program design and implementation. These are: (1) the research-based planning model; (2) the research-based problem solving model; and (3) the research-based data collection model. (JN)

Development teams in Hawaii are using local emphasis, teacher training, and field support to create successful new curriculums. (Author)

Outlines the author's participation in several programs designed to effect change in educational institutions. Observations regarding school decentralization, community participation, and staff development programs are presented. (APM)

The study evaluated a reality therapy program used with 20 institutionalized mentally retarded (mild to profound) and emotionally disturbed adolescents residing in an institution. Results indicated that 17 of the Ss increased adaptive behaviors and all decreased maladaptive behaviors. (DB)