This study proposes the use of case-based reasoning to help educators design with Web 2.0. Principles for designing a web-enhanced case-based activity (CBA) were used to design an online professional development course for a group of 16 in-service educators. The Learning in Context model was used as a scaffold to help participants in their design…

This research explores manifestations of "diploma disease" in distance education (DE) upgrading programmes for basic school teachers in Ghana. A survey design which included document analysis was used to explore the emphasis in the contents of the DE programme and the experiences of teachers who took the programmes. The study involved a…

This study explored how the Internet bridges theory and practice. Teacher educators, teachers, and prospective teachers used collaborative technologies to design networked communities embedded in three distinct perspectives: the networked learning community, the networked community of practice, and the knowledge building community. Networked…

Article described an innovative program that combined curriculum reform with inservice teacher training. (RK)

A secondary level in-service teacher development program designed to incorporate innovative teaching abilities is described. For journal availability see SO 504 329. (DE)

The author provided a list of pertinent advice gleaned from administrators' comments and personal observations of inservice programs as guidelines for administrators who wished to follow the established concept of teacher inservice education. (Author/RK)

Described a program designed to stimulate teacher involvement and to break down isolation within the profession. This program provided opportunities for important initiatives in the furtherance of the teacher's professional development. (Author/RK)

Discussed inservice courses for Further Education teachers and the responsibilities of employing authorities to organize those courses. (RK)

A well-planned, effective inservice program should include the following criteria: long-range preparation involving all staff, follow-up supportive services, focus on teachers' stated needs, cooperation of teachers and teacher educators in discovering how teachers can continue to grow, development of knowledge about resources and necessary…

Outlined is a nine phase inservice program for school personnel to aid in the implementation of Public Law 94-142, the Education for All Handicapped Children Act. Provided for each phase are a statement of emphasis, objectives, intended participants, and duration and number of meetings. Phases include a 3-hour meeting with Board of Education and…

A rationale, a model, and several suggestions are presented for increasing and maintaining the rate of classroom implementation of new teacher skills developed through inservice training programs. Because the health-related instructional areas have received insufficient attention in post-training studies, the suggestions are presented in the…

Evaluated with approximately 200 Head Start personnel in Iowa were two staff training models for serving handicapped children in Head Start--an experiential training model and a seminar-oriented training model. In the experiential model, Head Start staff (directors, education coordinators, health coordinators, and teachers) spent 2 days in a…

The final report summarizes objectives and activities of Project MITER (Montgomery Inservice Training and Educational Resources), a program to assist regular educators and administrators who would or might be involved in the education of mainstreamed exceptional children. Among project activities described are development of a workshop training…

THE MAIN PURPOSES OF THE PROJECT WERE TO DEMONSTRATE A NEW TECHNIQUE FOR HANDLING THE TEACHING OF CREDIT COURSES, TO DEMONSTRATE THE ADMINISTRATIVE SETUP NEEDED FOR ESTABLISHING PERMANENT ORGANIZED EDUCATIONAL TV PROGRAMS, TO DETERMINE THE COSTS OF OPERATION, AND TO ENLIST THE INTEREST OF PEOPLE NOT DIRECTLY CONCERNED WITH THE PROJECT. THE…

THE MAJOR PURPOSES OF INSERVICE TEACHER EDUCATION ARE (1) DISCUSSION AND EVENTUAL SOLUTION OF INDIGENOUS PROBLEMS, (2) PRESENTING NEW IDEAS AND METHODS OF TEACHING, (3) KEEPING UP TO DATE ON SUBJECT MATTER, AND (4) ORIENTING NEW TEACHERS, AND REORIENTING OLD TEACHERS TO NEW PHILOSOPHIES. THESE OBJECTIVES ARE CURRENTLY BEING MET BY INSTITUTES,…