Explores why it is both difficult and vital to model nonauthoritarian, student-centered, collaborative learning in a teacher workshop on writing. (SRT)

Details the accomplishments of the members of the Commission on Alternative Models for Preservice and Inservice Education for Teachers. (DD)

Examines some of the basic assumptions of the Bay Area Writing Project and contrasts the model with the institute model developed at the University of Vermont and by the New Hampshire Writing Program. (HOD)

Describes the West Virginia Writing Project, a long-term inservice training project based on team teaching, on-site consultants, and teacher input. (HTH)

Describes a model of inservice education that is consistent with current view of language and learning, is capable of uncovering teachers' current beliefs about the nature of learning and the translation of those beliefs into practices, and has the potential for promoting and building alternative perspectives. (HOD)

Maps out the sequence and elements of a teacher training program that extends the Bay Area Writing approach to inservice writing teacher education. Describes ways of providing inservice participants with a foundation in the teaching of writing and experience in the writing process. (RL)

Offers a number of guidelines and workshop models for training teachers to use computers. (HOD)