A review of research on evaluation of inservice and preservice teacher education notes that the lack of outcome data reflects a lack of consensus about the choice of evaluation measures. The use of both trainee and child performance measures is proposed, and an example of such an approach is given. (Author/CL)

Literature is presented maintaining that principals can promote educational change by diagnosing and remedying the organizational health of their schools. A guide for examining levels of organizational health is given and an inservice training model discussed. (MJL)

Reviews a number of factors that should be considered in preparing instruments to evaluate inservice programs. Offers a sample evaluation form. (FL)

Because of recent educational innovations with regard to learning disabilities, more effective methods are being sought for informing the school staff about new developments. A model is presented for establishing and implementing a staff development program in reading. (JN)

An Australian perspective of the writing projects burgeoning in the United States. (RL)

Provides information on 89 staff development videotapes covering a wide variety of topics relevant to gifted education. Topics include giftedness characteristics, creativity, curriculum, identification, international issues, minority issues, multiple intelligences, motivation, programming, talent development, methods, structure of the intellect,…

This definition of mentoring, focusing on its application to the teaching profession, points out the paradoxes and conflicts in the mentoring process, viewed as a transcendental experience for the mentor and a transformational experience for the protege. (CB)

Discusses the background and current trends and issues regarding educational programs for handicapped juvenile offenders in correctional institutions. Indicates a need for increased cooperation among those associated with correctional education as well as a need for teacher education, curriculum development, and additional research. (JOW)

This paper discusses brain-based learning and its relation to classroom instruction. A rapidly growing quantity of research currently exists regarding how the brain perceives, processes, and ultimately learns new information. In order to maximize their teaching efficacy, educators should have a basic understanding of key memory functions in the…

Needs and methods for the evaluation and development of higher education administrators are reviewed in this monograph. Three major reasons for evaluation are cited: external and internal pressure, improvement of performance of individual administrators, and improvement of performance of the institution. Different approaches to evaluation are…

Inservice teacher education suffers many shortcomings, including a tradition of being reactive rather than proactive. Historically, inservice education was used to make up for educators' poor teaching skills when they entered the field. School systems also relied on new teachers to introduce innovative ideas on educational change. Today, inservice…

This document suggests ways in which principles of adult learning theory can help educators understand and facilitate the progress of the nontraditional, mature student. In addition, it examines the continuing education of the adult learner who is involved in teacher inservice education. After a preface and introduction, five sections make up the…

A study examined the impact of assuming the role of action researcher in one's own classroom as an example of inquiry-oriented, professional staff development. The study was a part of a comprehensive, longitudinal investigation of the impact of certain professional development experiences on K-12 classroom teachers. A review of the literature and…

Reviews published studies (referenced in ERIC Document Retrieval Service) dealing with teacher inservice in environmental education. Includes a chronological summary of the studies between 1970 and 1980. Findings reveal that a wide variety of formats were used but that program effectiveness studies were extremely limited. (ML)

Reviews research relating to field experience in teacher education programs. Concludes that while such experiences have the potential of being the critical catalyst that converts college students into good teachers, they are currently lacking in many areas. (FL)