In 1977, 13 staff development projects were initiated in California under ESEA Title IV-C. The task of each project was to design and implement a unique system for developing a comprehensive staff development program. The materials in this book describe one of the 13 staff development projects: a "Service Center" for staff development that was…

The module is the fourth of a series of seven discrete modules designed to assist elementary school teachers in the development of a career education program or to enrich an already established program. Module 4 may be used separately or in conjunction with the other modules. The module contains four units which cover the topics of the purposes…

The module is the seventh of a series of seven discrete modules designed to assist elementary school teachers in the development of a career education program or to enrich an already established program. Module 7 may be used separately or in conjunction with the other modules. Module 7 deals with career education and minorities, specifically…

The purpose of this study was to examine the productivity of three differing focuses for organizing teacher group consultation activities. These focuses were: (1) the curriculum, i.e., individualizing instructional materials; (2) personalizing classroom interactions; and (3) personalizing classroom interactions through classroom videotapings. The…

Changes that have occurred in the area of measurement and evaluation for the classroom teacher, as related to the specific area of elementary school mathematics, are discussed. From observation, it is suggested that developments in measurement and evaluation in the past have generally been somewhat detached from the classroom situation; have…

Reviews the literature indicating that most classroom communication is of the "teacher question-student response-teacher reaction" cycle, either oral or written. Argues that this dominant pattern of classroom dialogue is ill-adapted to real learning and presents an alternative model that values exploratory talk and writing. (HTH)

Discusses materials in the ERIC system concerning knowledge or schemata children have when they come to class, behaviors a teacher may observe, and suggestions teachers can keep in mind when planning creative activities that support children's meaning-making efforts. (HTH)

This study examined the level of professional community in seven urban elementary schools that served large proportions of low-income students and that had engaged in innovative, schoolwide professional development and reform. The study points out to what extent and in what ways professional development at each school addressed professional…

A professional library for inservice education of teachers can be useful in founding a Teaching of Reading Book Club. The Teaching of Reading Book Club, in time and sequentially, needs to become a community of learners in studying, assessing, and trying out new, recommended approaches in reading instruction. Knowing how these trial runs in new…

This report summarizes the activities, outcomes, and recommendations of a small Commonwealth Department of Education, Training and Youth Affairs (DETYA)-funded teacher professional development project "Teachers First." Noting that the project delivered a program of professional development informed by the recommendations of the DETYA…

Appears in "The Florida FL Reporter special anthology issue "Linguistic-Cultural Differences and American Education. (AMM)

Two plans for classroom management are included under this topic: "Nine Ways Kids Need You and How You Can Manage to Meet those Needs" by Marva T. Dixon and "Routine Ways to Better Your Teaching" by Jane Bluestein. (JMK)

Learning disabilities teachers were given training and materials for a one-week teaching procedure. Overall posttest performance did not differ among the groups; however, children taught using reduced response competition required fewer trials to reach criterion on each word. Results indicated that teachers also benefited from the program. (Author)

A study involving three general education elementary teachers and three students with disabilities evaluated the effects of a training package for teaching teachers to embed the use of constant time delay in their classrooms. Results indicate that only after training did teachers embed the procedure correctly and frequently. (Author/CR)

Responds to an article by Dorothy Strickland (same issue) concerning the teacher as researcher. Argues that the debate over whether teachers do research should focus on epistemological and political issues, and not on methodology, since research is a way to know, as well as a matter of whose knowledge is valued. (RS)