Examines four somewhat arbitrary and overlapping themes from the literature in adult and teacher development: life span development, stage development, career development, and teacher development. (HOD)

Argues for the implementation of mentoring programs for beginning teachers. Outlines theoretical and practical aspects of the concept of mentoring, mentor qualities and expectations, mentoring activities, and outcomes of mentoring. (HB)

Presents a conceptual framework intended to indicate the need to consider curriculum implementation, staff development, and evaluation as integrally linked in the curriculum change process and to reinforce the idea of involving teachers meaningfully. (RS)

Echoes the recommendation in "An Agenda for Excellence at the Middle Level" that junior high schools and middle schools recognize and accommodate their socially, physically, and mentally diverse populations. (SRT)

Describes a collaborative learning community called the Professional Development School Network in Social Studies and Global Education, in which university professors and social studies teachers from six school districts worked together to create a professional-development program and a certification program for teachers. Reflects on several…

Argues that building respect for the core value of diversity should be a prime motivation and consideration in determining the instructional programs as well as the governance of the classroom and activities of the middle level school. (SRT)

Traces the development of the performance appraisal program of the Hicksville, New York, public school system, which was designed to improve instructional programs. Describes the strong opposition the program received from teachers. (FL)

Discusses some of the factors that parents and laypersons need to consider about the needs of children in the years between elementary and high school. (SRT)

Following a brief discussion of the "occupational diseases" of teaching are some questions which teachers can ask themselves to help define for themselves how they might use the teaching process to enrich themselves as people. (KC)

Suggests that if the quality of education and the school environment are going to improve, more attention must be paid to developing leadership skills in administrators and school principals. (JC)

Because Piaget's developmental stage theory indicates that many junior high students may still be functioning at the "concrete operations" level, the author suggests that middle-school teaching be changed to include more concrete, "hands on" activities. (SJL)

Concludes that if educators are committed to strengthening the curriculum, they must take steps to establish the position of leader of instruction as an alternative to the traditional building principal. (FL)

Discusses the needs of adolescents and how teachers should accommodate these needs in order to encourage learning and to make their job easier. (SRT)

This article focuses on one element of staff development, and applies to classroom observation an interactive process between staff developer and teacher that leads to a better understanding and acceptance of individual teaching styles. The emphasis is on professional growth rather than on institutional regulation. (Author/KC)

Suggests ways that both individual teachers and schools can reduce the influence of teacher political bias in social studies teaching. (FL)