This paper presents a review of the literature and results of a study on regular teacher attitudes toward mainstreaming of students with disabilities in regular classes. Emphasis is on mainstreaming experiences in Illinois, especially Chicago, public schools. These efforts are related to concepts of the least restrictive environment and the…

This study on induction practices analyzed data collected from collaborative research on more than 150 beginning teachers in Colorado, Kentucky, Michigan, New Mexico, North Carolina, Oregon, Texas, and West Virginia. This paper documents and describes the organization, structure and activities of eight induction programs; identifies and discusses…

General types of faculty development programs described in the literature since 1970 are reviewed. The review is organized into four sections that deal, first, with theories and general assumptions about faculty development programs, and, next, with the various statistical surveys conducted. Third, examples of research-based models for staff…

This report, like its companion EPIE Report 90m, "Classroom Management, Motivation, Individualized Instruction," draws on the experience of the National Education Association's (NEA) three-year study of inservice materials. By presenting the product descriptions of those inservice materials most frequently ordered over the length of the study,…

The article reviews studies on teacher stress and burnout conducted over the past decade. It recommends future research on how to apply the current understanding of teacher stress to reducing stress levels in schools. (Author/CH)

Research about classroom communication, classroom management, training, and staff development form the basis around which teachers can improve their practice. Staff development programs must be dynamic to support and stimulate this process. (CB)

Five studies on child study teams are reviewed and their implications for training included in a modular approach, the Child Student Team Training Program. The CSTTP features six modules: (1) rationale for teams, (2) referral preparation and review, (3) IEP planning, (4) procedural considerations, (5) parent involvement, and (6) administrative…

In order to realize the progressive potential of team teaching, shared responsibility for teacher work is necessary. This paper reviews teacher orientation to work in open plan settings through the interrelated concepts of privacy, autonomy, and individualized practice. The implications for preservice and inservice preparation of teachers are…

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…

Inservice teacher education is divided into three domains. The procedural domain includes political questions of control, support, delivery of inservice activities, and negotiation. The substantive domain involves technical issues, as in what sequence to teach skills. Within the conceptual domain, the questions are philosophically oriented. (JN)

The article proposes training rural educators to become self-directed in their own improvement activities. The article summarizes current literature and notes four skills necessary for self-directed development: objectivity; self-critiques; examining only a few instructional skills at a given time; and reinforcement of self. (SB)

Reviews research on curriculum development and implementation and presents a model of teacher involvement in curriculum development and implementation tested within the framework of a regional teachers' workshop in Israel. (DB)

Research on adult learning suggests that direct and concrete experiences where the learner applies what is being learned are an essential ingredient for in-service education. Abstract, word-oriented talk sessions are not adequate to change behaviors. (Author/MLF)

A research review conducted by the Florida Department of Education in 1974 provides the basis for a suggested model for research in the area of in-service teacher education. The model deals with four classes of variables--presage, context, process, and product. (JMF)

This article describes the need for a shift from a reliance on the workshop model of professional development to a more sophisticated and comprehensive plan that offers instructional personnel alternative forms of professional development based on the desired outcomes of learning and the complexity of the needed instructional innovation. (Contains…