A survey of 50 vocational and industrial education teachers revealed that most had taught handicapped students and felt a need for a required undergraduate course in vocational education of handicapped students. Their training priorities included (1) vocational assessment, (2) helping organizations, (3) laboratory adaptation, and (4) policies and…

Describes a cross-disciplinary peer teaching program to improve high school teachers' writing skills. The 16-week program succeeded because of four main ingredients: administrative support, a long-term commitment to improving student writing, an onsite, inservice design, and incentives for teacher involvement. (MLH)

Offers guidelines, based on exemplary writing programs, that are applicable to any inservice instruction if they are applied judiciously and flexibly. (HOD)

Participation in an economics workshop had significant positive impact on the economics achievement of the teachers involved and on their opinions about economics as a subject. Teacher workshop participation also had a significant, though indirect, positive impact on students' economics achievement and their opinions about economics. (RM)

Describes several techniques that can be used in implementing career education at secondary and postsecondary levels. (JOW)

Teachers who experienced positive change in the learning outcomes of their students after an inservice workshop on mastery learning expressed increased personal responsibility for both positive and negative student outcomes and increased affect toward teaching, but they expressed decreased confidence in their teaching abilities. (Author/RD)

This paper discusses a study of Dutch secondary education reform, describing the background, noting implications for teacher learning, and arguing that learning supports professional development and derives from performance of activities that help teachers develop professionally. Based on a literature study, a conceptual model was developed in…

Evaluates two workshops for the teaching of writing offered by the National Endowment for the Humanities for secondary school composition instructors. Concludes that the participating teachers had changed their behavior dramatically and were teaching more expository writing and were teaching it more in line with the writing and editing…

Describes a cooperative program in which high school teachers in Louisiana participated in a series of lectures and labs geared toward helping them use microcomputers in the classroom. Topics included hardware, computer-assisted instruction (CAI), programing, and program modification. (FM)

Reports the results of a survey of teachers in the Fairfax County (Virginia) Public Schools regarding their preferences for staff development and draws implications for other schools. (Author/JM)

Describes a proposed program model which provides a framework for an inservice program to help industrial arts teachers meet the needs of handicapped students, as well as procedures and policies for dealing with special-needs students in a district. (CT)

This report on the introduction of microcomputers into a secondary school in a Chicago suburb briefly describes the setting for change and discusses the history of computers in the school, the emergence of change agents, microcomputer hardware selection, inservice teacher training, and the current status of the project. (MER)

A continuing education program was developed to broaden the background of high school chemistry teachers. The program consisted of minicourses (focusing on a single topic) and short courses. (SK)

Inservice training is essential for science teachers to keep abreast of changes in their field in subject matter, curriculum development, and instructional techniques. Training methods could include computer assisted instruction, microteaching films, university course work, on-site instruction, home study, and instruction from special interest…

As part of a high school in-service program, the entire staff made a commitment to a series of school-wide policies. The next step was the identification of individual classroom expectations, followed by an individual classroom contract that informed the student what was really important to the teacher. (Author/MLF)