Discusses a study of the preservice and inservice professional development needs of industrial arts teachers in instructing the handicapped. (JOW)

Programs of human resource management should be developed for academic medicine but will arrive only when faculty perceive the need and when it is linked to the reward system. Medical teaching evaluation is relatively new and there is little continuing research, and faculty must actively seek out the available materials. (Author/MSE)

Describes a seminar for experienced classroom teachers in which participants schedule weekly conversations with other teachers to explore deeply one teacher's teaching practices and theories. Goals are to appreciate the art of teaching, to gain release from isolation, and to attain more congruence between theories and practice. (Author/JM)

Under Illinois State University's Experimental Leave Program, faculty are released from their teaching duties for two days to three weeks to update their knowledge in their areas of expertise. The program provides professional development opportunities in a format and time frame consistent with industrial and technological advancements. (SK)

Discusses a series of two- to five-day technical updating workshops for technical education teachers on the Iowa State University campus which stress hands-on, participatory training using industry software and hardware, industry training materials and curriculum, and industry visuals. (CT)

Argues that teachers' individual differences contribute to the failure of many inservice workshops. Suggests ways by which consultants and staff developers can deal with differences and provide alternatives for more individualized instruction. (RL)

Drawing on her experiences as a student teacher, a cooperating teacher, and a university coordinator, the author explains how a cooperating teacher can help student teachers by teaching them about lesson planning and classroom management and by aiding them in clarifying their own values. (SJL)

Describes an instructional improvement program to help faculty become aware of and adapt their instructional strategies to the developmental and learning characteristics of students. (Author/CHC)

Reviews the information-gathering and record-keeping methods used at Milwaukee Area Technical College and explains the usefulness of such data in maintaining accountability, improving instructional quality, and planning for the future. (SK)

University supervisors must work with the cooperating teachers in inservice preparation for improving supervisory skills in dealing with student teachers. Two areas seem to be of prime importance: (1) planning and preparation spent by the student teachers before teaching, and (2) conferencing with the student teachers. (Author)

Recommends that faculty members, especially those without formal teacher education, should be well prepared and abide by the class format. Student input should be solicited and their experience and expertise used. The course should be evaluated continually. (JAC)

Describes a program of instructional development for teaching assistants used in the Department of Speech Communication at the University of Washington. Program objectives and implementation procedures are included. (JMF)

Research on adult learning suggests that direct and concrete experiences where the learner applies what is being learned are an essential ingredient for in-service education. Abstract, word-oriented talk sessions are not adequate to change behaviors. (Author/MLF)

Learning disabilities teachers were given training and materials for a one-week teaching procedure. Overall posttest performance did not differ among the groups; however, children taught using reduced response competition required fewer trials to reach criterion on each word. Results indicated that teachers also benefited from the program. (Author)

Three surveys to assess both the expressed needs of university teachers for teaching improvement and the means of effecting such improvement are presented. Teachers in Canadian faculties of education were the primary focus of the surveys. Respondents asked for improvement in discussion techniques and group work. (Author/MLW)