Discusses 19 suggestions for improving the effectiveness of inservice programs, including conducting a needs assessment, developing clear objectives, showing examples of students' work, encouraging building supervisors to attend, and finding a good location for the inservice program. (RS)

College teaching can be greatly improved and enriched if chairpersons take the lead in creating a sense of community and common cause among colleagues. Miami-Dade Community College's characteristics of excellence in professors are listed. (Author/MLW)

Offers guidance for selecting the right summer course or workshop to help music teachers develop new skills and renew energy and creativity. Explains the difference between courses and workshops. Presents an overview of the types of programs offered by universities, state and professional organizations, and publishers or manufacturers. (LS)

The 422 Presidential Science Honorees (1980-86) participated in a Delphi study composed of two surveys regarding their professional reading patterns including science education journals, general education journals, science indexes, and general education indexes. Demographic information about the respondents is provided. (Author/YP)

Describes the New York City Board of Education's Arts Partners program which brings artists into the schools to provide learning experiences to students. Points out ways in which the artists are provided the opportunity to improve their instructional skills. Concludes that everybody benefits from the effort. Provides Board's address for requesting…

Urges the use of marionettes and puppet theater to introduce opera to elementary school students. Demonstrates methods for immersing students in opera throughout the school year by designing sets, creating marionettes, painting backdrops, and discussing story and music. (LS)

Aspects of the organizational contexts of schools and classrooms and various teacher psychological states are examined to explain variations in individual outcomes of staff development intended to improve teacher performance. A path model--based on theories of individual behavior and change within organizations--is presented and tested. (TJH)

Descriptions and implications of five stages of professional development of science teachers are provided. Behavioral characteristics for each stage are stressed. (CW)

Responds to an article by Dorothy Strickland (same issue) concerning the teacher as researcher. Argues that the debate over whether teachers do research should focus on epistemological and political issues, and not on methodology, since research is a way to know, as well as a matter of whose knowledge is valued. (RS)

Presents a chronology of the growth of the National Staff Development Council from 1969-94. Some information is provided to offer a broader context about the world that surrounded the council at each particular time. Information is also included on council affiliates, staff and board members, annual conferences, publications, and awards. (SM)

Examines research about the effectiveness of professional development. Procedural guidelines drawn from research on individual and organizational change provide a framework for developing the optimal mix of professional development processes and technologies for specific contexts at particular points in time. The potential impact of implementing…

A 1992 survey of 135 California principals identified key factors contributing to marginal teachers' performance: lack of motivation, burnout, and personal crises. Common symptoms of teacher marginality were persistent negative attitudes and classroom control problems. The most useful intervention strategies involved continuous classroom…

Discusses several key components of teaching excellence. Suggests that excellent teachers must demonstrate their knowledge and competence, prepare relevant teaching strategies, relate to students as learners, achieve a balance between student-centeredness and subject-content orientation, influence student learning motivation, manage classroom…

Beginning elementary teachers were surveyed four years after their initial, mentored teaching year in a large, collaborative university-school system to determine their attitudes about mentoring and whether they were still teaching. The 96 percent still teaching most valued the emotional support they received from their mentors. (SM)

Survey examined dance education for undergraduate physical education majors in programs nationwide, investigating dance forms taught, hours required, professional preparation, and instructional methods. Results indicated almost one-third did not offer dance education. Those which required it had a narrow range of dance forms and mandated very few…