A prereferral model consisting of three components (information sharing sessions, peer exchange sessions, and peer coaching teams) was implemented in two inner-city elementary schools. Emphasis was on teachers assisting each other in generating solutions for student learning or behavior problems. Referral rates indicated that participants referred…

Identifies factors that account for the necessity of regionalization and constitute the basis of the process of regionalization. Describes the vision of educational space that determines the three stages of regionalization of the content of Russian education. States that educational regionalization in Sverdlovsk Oblast (region) is approaching the…

Addresses the question of how school leaders can foster faith development among faculty members so the faith witness they give to students is as informed and vibrant as possible. Describes the success of the program "Sharing the Faith" in stimulating faculty growth at Northwest Catholic High School in Connecticut. (VWC)

Traces growth of the Teaching Community model at Australia's Monash and Swinburne universities; the model uses group meetings to encourage professional development of teaching staff. Elaborates on the model's successes and why it has been powerful in bringing about change in an area known for resistance, and proposes conditions required for this…

The purpose of this study was to determine the characteristics and perceived effectiveness of staff development practices in selected high schools in South Dakota. The review of literature and research related to staff development examined the following questions: What types of staff development practices are being employed to encourage and…

This preliminary analysis is part of the baseline phase of a longitudinal study designed to investigate the professional development of primary and secondary teachers across England. The study addresses four key research areas. The prevailing models of professional development for teachers in England are identified in this baseline phase and the…

Effective professional development requires that the district take charge to develop a comprehensive strategy. Districts must be able to describe the strategy and organize to meet their goals. A balanced strategy includes compensation, planning time, teachers' job structure and responsibilities, and professional learning opportunities. Districts…

A study examined the impact of the National Foundation for the Improvement of Education (NFIE) Dropout Prevention Program on teachers and the implications of the program for professional development. Kindergarten through high-school classroom teachers designed their own projects, applied for grants, controlled project budgets, directed…

A qualitative follow-up study was conducted to determine the impacts of a program to train teachers in the use of curriculum-based vocational assessment (CBVA) for students with handicaps. The study examined the extent to which CBVA training content was used in the organization and delivery of assessment services to students with handicaps at the…

The Salt Lake City School District (SLCSD) teacher evaluation system, which includes peer review and assistance for deficient teachers, was instituted in 1975. The Performance Assistance program provides for strong, experienced teachers (peer reviewers) to work with teachers identified by their principals as deficient. This study addresses the…

The purpose of the Improving Instruction through Supervision project was to provide a support system for teachers, based on a clinical supervision model. Teachers and administrators were trained in a supervision model which consists of a five step process: (1) pre-observation conference; (2) observation; (3) analysis and strategy; (4)…

Junior high school teachers (at three Pennsylvania schools--urban, suburban, and rural) who were voluntarily involved in a year-long inservice education program on content area reading instruction during 1976-77 were tested one year later after no intervention to see if significant gains made during the workshop year were retained. Posttest scores…

Eighty-six teachers' perspectives on mandatory/other mandatory, voluntary, and non-formal inservice education were studied. Findings indicated that formal inservice education that did not accompany mandatory program changes were not effective in changing classroom behavior of teachers. The study resulted in recommendations for school…

Discusses an inservice program in which secondary school teachers were taught various content area reading objectives and how to implement them. Reports on a study that evaluated the effectiveness of the program. (FL)

This study assessed the delivery effectiveness of a communication workshop for teachers, "How To Talk So Kids Will Listen." The workshop included presentations and opportunities to take part in role plays, simulations, reflection activities, and group discussions. Teachers completed a survey rating the presentation in four areas (organization and…