There are not enough incompetent teachers around to warrant building evaluation systems solely to get rid of them. To be effective in terms of increasing student learning, teacher evaluation programs should focus on helping competent teachers become better. The individualized performance objective or job target approach can do this. (SJL)

Reviews practices related to professional growth and development from teacher training programs, business, and higher education and proposes a model applicable for the professional growth and development of teachers. (FL)

Studies are reported which compare the orientation to professionalism of elementary and secondary school teachers and teachers involved or not involved in a graduate program. (SJL)

Explores the issues and agendas affecting teachers in a pilot graduate program for 52 veteran K-12 teachers. Provides an overview of the learning community model and applications for professional development. Suggests the learning community model is a way to support and inspire teachers and enhance teacher efficacy. (RS)

In a graduate in-service course on creativity in teaching, an exercise in finishing a story was used to see if teachers scored better on three of Guilford's creativity traits (expressional fluency, elaboration, and originality) when working alone or in groups and when provided or not provided with clues. (SJL)

Describes an institute intended to familiarize teachers with the Middle East and Middle Eastern issues. (FL)

Improvement of teaching performance can be accomplished within the teacher evaluation process if the approach is positive and nonthreatening, with considerable emphasis on peer- and self-evaluation. (Author/SJL)

Argues that questioning used artfully can transform a classroom from a traditional lecture setting into a lively student-centered community. Outlines three different kinds of questions. Compares learning to ask good questions with learning to bat in professional baseball, and discusses several elements involved in developing excellent questioning…

Describes the educator externship program in the college of education at the University of Nevada, Reno, which provides opportunities for educators to work in a business setting in their own communities. Discusses reasons educators gave for participating, and shows how educators planned to apply in their classrooms the concepts learned through the…

Examines why, in spite of overwhelming evidence over a long period of time that students retain material learned by questioning, teachers are not more effective questioners. Describes an eight-session workshop that develops teachers' abilities to ask questions that are truly thought-provoking. (SR)

Suggests many students dislike school science. Outlines strategies science teachers ("coaches") can use to ensure that all students are in the winner's circle. Discusses the object of the game (purposes and goals in the classroom), creating a winning classroom learning climate, what winning students are doing in the classroom, coach's role, and…

Notes that many teachers have pursued the role of death educator without developing the necessary pedagogical competencies. Reviews beneficial resources including: (1) using contemporary literature and journals concerned with death and dying; (2) affiliating with professional associations which promote death education and death-related counseling;…