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)

The new kinds of teaching required to implement curriculum reforms like the California Curriculum Frameworks are incompletely defined and impossible to learn in quick-fix workshops. Teachers need to have "instructional conversations" with students that engage their interest, focus on a definite subject, and encourage full participation…

When Joanne Rooney, a principal, asked 17 tenured teachers who were due for their formal supervisory visits at Pleasant Hill School in Palatine, Illinois whether her annual visits and follow-up conferences help them become better teachers," her question was met with muffled laughter. They knew that her rushed, mandatory visits and conferences…

Argues that a supervisor's perceptions of people, organizations, and his own role will determine whether new trends and tools will contribute to greater professional and personal growth for teachers. (JG)

Criticizes Madeline Hunter's teaching model emphasizing a perceived mechanistic and simplistic approach. Also stresses the ways the author feels the model negates the teaching of thinking skills. Attacks the scientific approach of Hunter's model, its philosophic perspective, and the training process. (MD)

Teachers at a Larchmont, New York, school have developed an approach to self-analysis through videotaped observations. All participants said the program met their needs for professional growth, and interview data suggest that the program can alleviate some of the isolation that plagues teachers. (MLF)

Describes the positive effects of collaborative teacher teams. Such team efforts can produce good research, provide professional development, and encourage greater collegial interaction. Includes reference list. (MD)

To improve the chances of success of current master teacher plans, this article examines the strengths and weaknesses of earlier attempts. It focuses on the Temple City, California, master teacher plan, cites reasons for its demise, and suggests alternatives. Charts are included. (DCS)

The author responds to H. J. Freiberg's article on past master teacher programs in the December 1984-January 1985 "Educational Leadership" (EA 518 299), citing numerous disagreements, yet concluding that his observations are more true than false, and agreeing that current merit pay and master teacher plans won't bring needed…

By studying survey data from 1,000 teachers participating in a Title II workshop, researchers identified three structural features (form, duration, and collective participation) that set a proper context for professional development. Three core features of professional-development learning experience include content focus, active learning, and…

The data received from a survey conducted in six Georgia school districts, partners in the Georgia Systemic Teacher Education Program (GSTEP) is examined and used to help create support and professional development for new teachers. The building of collaborative structures that offer new teachers the chance to interact with more experienced…

How teachers do what they do is the heart of the "silent curriculum." Research studies show how interpersonal relationships with students can be taught to teachers, and how teachers can change as a result. (Author/MLF)

Teachers who served as advisers to help other teachers improve their classroom techniques in the Marin County (California) Office of Education's Teacher Advisor Project found six principles affecting successful, nonthreatening relationships: sharing common language, focusing on key concerns, gathering hard evidence, interacting fully, acting…

Research findings suggest that methods used to improve teaching are as important as the goals. Solutions sought should be those that professionalize the practice of teaching and make education sufficiently attractive to recruit and retain talented people as teachers. (MLF)