Many researchers have identified a process they call "deskilling", which they use to describe the daily experience of teachers who have been gradually losing control of their own labour within "low-trust" workplaces. Conversely, other scholars have found that under similar conditions, some teachers have their own ways of…

The authors describe the premises, processes used, and outcomes of a K-16 simultaneous renewal model, as implemented through the Kansas State University Professional Development School Partnership Project. The goal of this partnership is to improve K-12 teaching and learning while improving a university teacher-preparation program through…

OBJECTIVES: The development of undergraduate teacher education programs and the development of materials to be used in these programs. DURATION: Summer 1967 to the summer 1971. AUDIENCE: Education majors at Fairmont State College, Shepard College, West Virginia State College, and West Virginia University. CURRICULUM: Child development,…

Albuquerque schools developed an innovative program called "Support for Instructional Development" that includes a basic format of seminars, journals, and team teaching. Includes discussion of four principles the school system learned about the teacher's role in educational development. (MD)

An educative approach to teacher change gives teachers access to new knowledge and understanding in ways that will assist them in taking possession of that knowledge and to work out its implications and its consequences for their own settings and contexts. (CB)

Critiques the position that extended teacher preparation programs are likely to reduce the quality and quantity of teachers and unlikely to improve teacher performance. Argues that to improve teacher education we must attend to the process of professional education. (LHW)

Critiques the position that extended teacher preparation programs are likely to reduce the quality and quantity of teachers and it is unlikely that they will improve teacher performance. This position is empty, lacking commitment to the larger vision of advocates of extended teacher education programs. (LHW)

Though promising as an implement for school reform, few professional learning centers (PLCs) have turned the vision into reality. This paper looks at how PLCs develop and maintain momentum. It examines and documents efforts in schools actively engaged in creating PLCs based on Hord's model. Hord's model employs external change agents, or…

This paper presents a conceptual model that casts teachers' thinking and their practice at the heart of mathematics education reform. Data were collected about each of the interrelated parts of the conceptual model and concerned four teachers from two high schools and their principals. The four teachers' case stories with descriptions of a class…

This booklet on professional development is the seventh is a series of booklets available from the Northwest Regional Educational Laboratory on current topics. The first section defines effective professional development. The next section examines what has been learned about professional development. Next, principles of high quality professional…

Local physical facilities and self-improvement programs organized and run by teachers for purposes of upgrading educational performance. (Author)

Although Rochester, New York, is a pioneer in teacher reform, change has been painfully slow. Pockets of success are not reflected in district statistics. The 1987 reforms directed at teachers were not far-reaching enough to ensure improved test scores, given continuing problems of large class sizes, crowded schools, students' increasing poverty,…

Teachers must be prepared to meet the needs of a rapidly changing society. Needs of businesses, society, and students must be identified and programs, teaching strategies, and attitudes toward technology; and its mandates must be changed to meet them. (JOW)

Advocates alternative staff development via the Authentic Professional Development (APD) model, suggesting that teachers trained under this model are more likely to actually bring new strategies and techniques into the classroom and use them effectively. Research comparing the APD model to traditional inservice training found the APD was very…