It all began with casual conversation between a university supervisor and classroom teachers and approval to use an unused classroom at a local elementary school. The space became the hub of an exciting professional development (PD) opportunity for classroom teachers. This article describes how hosting an on-site university science methods course…

The issue of professional development is receiving increased attention, as educators and policy makers are realizing the centrality of teachers to school reform and improvement. This paper describes research on book clubs as a mechanism for professional development and discusses how different study group configurations (i.e., preservice teacher…

This article presents the second segment of a qualitative study on the integration of traditional arts in tertiary level art and design education in the Philippines. It is focused on the experience of artist-teachers as participants in an in-service teacher training programme that aimed to prepare the teachers for the trial integration of…

For many administrators, the task of providing meaningful and timely inservice training for classroom and school safety is difficult. Staff development time is a scarce commodity in today's education environment; therefore, most inservice activities for faculty members center on academic issues. But during an emergency or crisis, a lack of…

Describes the use of audio and video tape recordings and interaction analysis to develop teacher self-awareness in an individualized inservice program. (JG)

The goals of the Columbus Staff Development and Human Relations Program for the 1982-83 school year included: (1) to provide inservice support for the School Improvement Program in order to improve pupil acquisition of basic skills; (2) to train 148 teachers and 30 other personnel in the Teacher Expectations and Student Achievement (TESA) program;…

A discussion of inservice training of teaching assistants as a means of instituting educational change and maximizing the long range effects of the inservice dollar. (Author/HB)

This directory has three major sections. The foreword is a brief essay describing the purpose of the Teachers' Centers Exchange, the "network" of teachers' centers, and the reasons for compiling and publishing this directory. The second section gives descriptions of 78 teachers' centers in the Exchange's network. These descriptions highlight each…

This article reports the results of a 1974 survey of Florida community college administrators and faculty to determine their perceptions of the content and methods that should comprise a faculty inservice program. The authors recommend that faculty values, needs, and perceptions be central to the planning of all inservice experiences. (DC)

Four years after an NDEA institute in the Philippines, participating teachers were asked a series of questions relating to their experiences. These and other responses were analyzed and compared to responses made just before and after the institute. (Author/RM)

In this supplement to a previously published Teachers' Center Exchange Directory (April 1977), 55 additional teacher centers are described. These descriptions include the name of the contact person at each center, the program offered, resources, staff, participation, fees and credit, affiliation, support, decision making, and publications. (JD)

In an attempt to determine the attitudes of teachers toward inservice education and the roles teachers play in it, this paper records the personal perspectives of a small group of teachers, reflects these views against the literature, and indicates some possible directions. Conceptual and operational defnitions of inservice education are provided,…

The experiences of three college deans who conducted field-based inservice courses are recounted. Courses were conducted in the needs of exceptional children, multicultural education, community responsibility for change, and supervisory skills. General descriptions of course content and reactions of participants are interspersed with introspective…

THREE SMALL SCHOOLS IN UTAH, INCLUDING THREE TEACHERS AND THEIR SPANISH I STUDENTS, PARTICIPATED IN THIS STUDY. ONE TEACHER RECEIVED CONVENTIONAL IN-SERVICE TRAINING, THE OTHER TWO WERE GIVEN IN IN-SERVICE TRAINING IN TEACHING SPANISH AS THEY OBSERVED THE TELEVISION CLASS. ONE GROUP OF STUDENTS OBSERVED THE TELEVISION CLASS THREE TIMES PER WEEK…

Nine national education associations were surveyed about inservice training needs assessment and types of training to assist in the implementation of P.L. 94-142, the Education for All Handicapped Children Act. Each association's inservice programs and needs are summarized: the American Association of School Administration, American Federation of…