Outlines the Intern-Intervention Program of Toledo, Ohio, that uses experienced teachers to train and evaluate both beginning teachers and experienced teachers with problems. (MD)

Presents the findings of a one-year follow-up of the participants in the Florida Master Teacher Seminars for Community College Faculty and the National Master Teacher Seminar, which focused on rational analysis of instructional problems and the development of action plans involving realistic, creative solutions. (AYC)

In the first article a principal summarizes his implementation of a goal-setting program intended to improve teacher motivation and performance. The second essay outlines responsibilities for student councils that promote student leadership, advocate student interests, and provide publicity. Four characteristics of high academic achievers are…

Describes two teacher educators' experiences while exchanging a journal of dialog on their teaching. Discusses the language functions and themes that emerged in the journals, as well as the journals' future directions. (HTH)

Presents and discusses three sets of data indicating that teaching staffs in general, and biology teachers specifically, are, on the average, aging at an increasing rate. Implications for high school biology teaching are addressed; possible solutions to the problem are offered. (JN)

This article describes how the effects of initial and final lecture quality on end-of-course student ratings can be predicted from seemingly unrelated gain-loss theory. The effects were investigated, along with the effect on ratings of student belief that the instructor will use midterm rating feedback to improve teaching. (Author)

Describes how an English professor trained to become a technical writer for industry and the benefits of such training to all technical writing teachers. (AEA)

The faculty of the Department of Anatomy in the University of Nebraska College of Medicine developed a prototype teacher training program for graduate students in anatomy. It includes formal course work and practical classroom experience. Responses have been enthusiastic, and the objectives and structure of the program can be applied to other…

Subject-centered conventional education of teachers in the U.S. should be augmented by the growth open to teachers in the informal and innovative atmosphere of teacher centers that develop talents and confidence in the individual and emphasize the more child-centered view that is held in British schools. (JD)

The training format for this program included videotaping faculty lectures, providing written feedback, and formal training sessions. Its significance lies not only on its positive impact on the staff but also in its being a pilot of an approach to teacher development using a self-instructional format. (Author/LBH)

Student comments on the quality of education in India are presented, and efforts at improving teaching methods in other countries are reviewed. Sample evaluation forms are provided with recommendations for teachers and institutions included. (LBH)

Closing the achievement gap and creating high-performing schools depends not on what we teach but how we teach. The most powerful and effective way teachers can help students overcome negative influences in their environment as well as succeed in becoming their best selves is by developing close and caring connections with them. Developing quality…

This document is a chapter in "The Principles and Practice of Educational Management," which aims to provide a systematic and analytical introduction to the study of educational management. The structure of the book reflects the main substantive areas of educational leadership and management, and most of the major themes are covered in…

This document is a chapter in "The Principles and Practice of Educational Management," which aims to provide a systematic and analytical introduction to the study of educational management. The structure of the book reflects the main substantive areas of educational leadership and management, and most of the major themes are covered in…

This paper discusses the importance of teacher professional development to student achievement. Section 1, "The Imperative: Investment in Human Skill and Knowledge," explains that despite contradictory evidence, prevailing assumptions asserts that teachers learn most of what they need during preservice education. Section 2, "The Knowledge Gap in…